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AnonymousI think, my students will learn that respecting adults, especially their parents and elderly people is a highly valued virtue. Some, of what I will want them to understand, is that both young and old can learn from each other.
edited by jevink on 4/17/2015
clay dubeSome may find this presentation that I used in teaching world history of use. It looks at Egypt, Mesopotamia, and China.
clay dubeWhat is the proper role for the state to play in the economy? We debate this all the time in the contemporary world, but the issue has been around for a long time. Here we read a debate over whether or not the state should monopolize the production of two key commodities, salt and iron. These were strategically important items, one essential for life and the other needed for tools or weapons.
Would your students find this interesting? How might you use it in class?
clay dubeThis reading from Ellwood is from a religion textbook. It covers the origins of Buddhism in South Asia and its transmission to East and Southeast Asia. It covers the religion's basic teachings and some of the challenges involved in bringing the faith to new peoples. Please review the "encounters" handout to see an example of how students might explore why Buddhism might have faced a hard time winning converts in China.
Is Buddhism fatalistic? Or is it the ultimate "you're in charge" faith?
Again, note that the Buddha, Confucius, and Socrates were rough contemporaries. Did they worry about the same things? In what ways are their prescriptions for how to live similar or different?
clay dubePlease read this selection from Tao Qian (Tao Yuanming). It comes from the Asia for Educators site. A fisherman stumbles on to "Peach Blossom Spring." What does he find? Why is he eager to find it again?
http://afe.easia.columbia.edu/ps/china/taoqian_peachblossom.pdf
clay dubePlease read these poems. What spirit is captured?
Here's the Wikipedia entry on Tao Qian: http://en.wikipedia.org/wiki/Tao_Yuanming
clay dubeA great resource for teachers is the Poetry Foundation's website. Here are a couple bio notes on Du Fu and Li Po. Note the links to a few of their poems.
Du Fu http://www.poetryfoundation.org/bio/tu-fu
Li Po http://www.poetryfoundation.org/bio/li-po
Do any of their poems resonate with you?
clay dubeEncyclopedia Britannica entry on the princess, blamed by some for nearly ruining the Tang dynasty: http://www.britannica.com/EBchecked/topic/651767/Yang-Guifei
One of many translations of the famed poem: http://www.poetryintranslation.com/PITBR/Chinese/AllwaterPoChuyi.htm
The poem "Song of Unending Sorrow" by Bai Juyi (Po Chu-i 772-846) was among the most important among Japan's elite. Here's an article about Yang Guifei and the poem from the Tale of Genji website: http://www.taleofgenji.org/yang_kwei-fei.html
Yang Guifei's story was made into a film in 2012 featuring superstar Fan Bingbing. Here's the film's trailer from Youtube: https://www.youtube.com/watch?v=Hls3TRiOGnQ
A Cantonese recital of the poem: https://www.youtube.com/watch?v=bv21tdqXW7Y
AnonymousI truly miss these types of stories being taught in schools today. When I was in elementary school in Michigan it seems that these types of moralistic stories were common place. It is interesting to note that much of what was taught was inferred and not overtly discussed. Maybe we were expected to understand the point; maybe it was ingrained from such an early age that it was second nature. The ability to infuse these Confucian ideas into society is often done without people knowing that they were/are Confucian in nature. I still utilize history to teach lessons about desired or necessary behaviors for contemporary times. A lot can be gleaned from the fatalistic outcomes of the past.
I really enjoyed how the lessons to be learned from the stories was that there was not only an intrinsic reward of honoring the parents, but the extrinsic reward would be the recognition or patronage of those in positions of authority such as a feared warrior, local officials, a representative of God or God himself. These are indeed classic teaching tools. I even found myself feeling good about myself and wanting to do a good deed based upon what I saw in the book. The only issue I take with this is that it eliminates or masked the fact that one can be self rewarding or self determined to achieve success in life; each reward was that someone in control would provide recognition. Still this is a great way to instill cultural values for children and a harmonious society.
AnonymousI think this story can teach my students about respecting those their elders. Also, it can teach them about making sacrifices for others and how there is honor and reward when you do. One of the stories reminded me of a story in the bible, when a man took his son as a sacrifice for God but just before he was going to kill him, God looked down and was pleased with the man's obedience that he spared the man's son and allowed him to use a lamb instead. In this reading the parents are willing to bury their son to save their family because of their extreme poverty. And when the man proceeds to dig up the dirt to where he is going to bury his son, he strikes gold! God was pleased with his willingness to make that heavy sacrifice. The similarities in those two stood out to me, I wonder which story came first.
AnonymousI think its so interesting that thousands of people were sacrificed with the life of just one. When I think about after life I wonder does it really exist? I heard the saying "You can't take your riches with you when your gone!" Obviously the people who lived in ancient China did not believe that.
AnonymousIn this selection the fisherman finds a place that has been isolated from society and everyone is friendly, happy, and giving. They welcome him into their homes and make sure his need are meet. The only thing they asked of him was not to tell anyone of their location. I found it interesting that he did not honor their request. I know that is not the focus of the selection but that stood out to me. I think its a good thing he couldn't relocate the place because I'm sure the rulers who would have come would have ruined utopia.
AnonymousI think it is a great idea to combine Confucian teachings with a form of reading so appealing to children.Some of the examples are a bit hard for 21st century students to associate with, but the idea of owing respect and love to your parents at a time when filial piety is not on their agenda is a topic worthy of serious discussion
AnonymousSince I teach economics, I found the reading on salt and iron of interest. I am a bit perplexed as to how I might incorporate this into my curriculum. The debate in modern macroeconomics is between state intervention in the economy and laissez faire. Neither the Confucian scholars nor the ministers seem to take a position which mirrors the modern debate. The Confucians were opposed to the government monopolies not because of respect for the free market but rather out of contempt for merchants and artisans and the economic incentive of profit. The scholars see trade and the profit motive as positive, but at the same time are willing to monopolize two of the most important sectors of the Han Dynasty economy. I did find the argument on the part of the Confucian scholars that a steady revenue stream allows the government to engage in perpetual warfare rather compelling. At the same time the ministers mounted a credible defense of the policy of taxation, through monopoly, as necessary for the common good of society. Ultimately, the Confucians seem to be most supportive of what we might call the unregulated market, not out of respect for the market, but out of contempt. Yet they do not support “small” government, but a government powerful enough to impose a quasi-religious moral system on society.
AnonymousI was a history major in college and my emphasis was in Medieval Europe. This reading calls to mind the Dark Ages in the centuries after the fall of Rome. I can imagine literate people retreating to their country estates as urban culture declined, longing for a lost golden age of Rome. The story with its happy prosperous peasants would indicate that the period of turmoil between the Han and Sui dynasties must have been hard for the common people in this largely agrarian society.
I think this story has a universal relevance and is applicable to historical and present experiences of people worldwide. Even the crazed fanatics in ISIS see their “Peach Blossom Spring” in their imaginings of the 8th century, while at the same time their victims long for the stability of the more recent past. I could use this reading in my history classes to draw historic parallels.