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Anonymous@rwann - I enjoyed the Guifen portion of the reading as well. It was interesting to see Guifen sell the practice of the natural sciences to his audience. Guifen notes that "all Western knowledge comes from mathematics" and that the Chinese should learn mathematics as a way to compete with the West. Despite this need, Guifen seems to have mixed feeling about the natural sciences - particularly mathematics. He claims that math should not be considered an "unworthy subject", but then admits that he has never heard of anyone who "could use mathematics to raise a nation... or strengthen it in a time of weakness". One might say that Guifen saw the natural sciences as a necessary evil that intelligent Chinese must subject themselves to.
In response to your question, I would say that what is happening now is different because the natural sciences are more respected. In modern America, at least, degrees in the Arts are considered less valuable and are not held in the same regard as degrees in the sciences.
AnonymousRegarding Reading #4 Sun Yat-sen sees economic imperialism and the village mentality of the Chinese people as the principal reasons for China's supine position in international affairs. Sun Yat-sen decides to use communism as a tool with which to whip up patriotic sentiment among the Chinese and unite them in their opposition to foreign exploitation. He offers detailed descriptions of the revolutionary stages which reminds one of Mao's instructions years later. It only took the Chinese communist party from 1924 to 1949 to take over China. During that period they successfully took on the Nationalists, the Japanese, and the Nationalists again. They succeeded in the long trek. A short essay comparing Sun Yat-sen to Mao would be interesting.
AnonymousI enjoyed today's presentations. I found the portions on the cultural conflicts between East Asian countries particularly interesting because despite living in Asia for extended periods of time, I am not familiar with the the examples given today. (I am, however, very familiar with the tensions in SE Asia.)
I also found the discussion about the water situation in China very interesting. There is a 2008 documentary that I highly recommend on worldwide water shortages. It is called "Blue Gold". Often, it is the simple needs in life that create the most problems because simple needs are often essential needs.
AnonymousIt is quite remarkable that they started out with boarder disputes with most of their neighbors and now peacefully exist with all but India. That is not the China I learned about in grade school.
AnonymousExploring the evolution of a culture through the macro view of its geography I find very interesting. Clay's lecture yesterday on how Japan's mountains regions prevention villages from visiting their neighbors and learning about their culture , their language, their customs is fascinating.
I think it would be a lot of fun To do a comparative analysis between two cultures, a culture from a mountainous region to a culture from a Flatplains region.
How about Japan and Mongolia.
The Mongolian culture value speed and mobility. A society that celebrates horseback riding quickness of movement.
While the Japanese value stationary society......hum what do the Japanese society value?
AnonymousWow, Zexu's letter to Queen Victoria was very clear and direct, the British were on the wrong side of that fight.
The British won through military might but ultimately history will judge them as being wrong.
What do we teach our students when history teaches them the lesson that military might wins versus what is right and fair.
edited by jdarrough on 7/30/2013
clay dubeThese are from the USC U.S.-China Institute, please share them with others:
South China Sea: Troubled Waters (8 min) http://china.usc.edu/ShowArticle.aspx?articleID=2145 , plus related speeches, etc.
The Pivot (18 min) http://china.usc.edu/ShowArticle.aspx?articleID=2903 , again, includes links to related reports, etc.
AnonymousSun Yat-sen explains from a non-Western perspective how democracy works and how it would have to be adapted to fit Chinese culture. This would be a great way for students to contrast Sun Yat-sen's explanation on democracy with a western perspective on democracy.
AnonymousI was thinking the same thing. Comparing de Toqueville and Qichao would be fruitful in understanding our national identity and how one's own identity informs what one perceives and comments on. A follow up activity might be to invite Alexis and Liang back to America for an update of their writings, or to have students portray them in a panel discussion about the US. And perhaps some students could choose an identity from South America, Africa, and Australia(assuming these continents were studied in world geography class) so they could participate along their colleagues from Europe and Asia.
edited by aclayton on 7/30/2013
edited by aclayton on 7/30/2013
AnonymousI read about Liang Qichao*s trip to America. I was struck by his assessment of a growing America. We were not that unlike or portrayal of China. We have a small group of elite and a vast group of poor with many of them living in deplorable conditions. This sounds like the gilded age Mark Twain talked about. One thing Liang saw as a saving grace was Central Park. Though it was wasted money in the eyes on China, it a resource Liang could not live without. This could be a good primary source to use to show student how people all over the earth have the same nature. This article covers so many aspects of our society; poverty, disparity between social classes, racism, trusts, lynchings, Liang saw it all.
edited by dmorton on 7/30/2013
Anonymoushttp://www.amazon.com/Other-Lives-Special-Illustrated-Edition/dp/1438296630#reader_1438296630 An example of the greed that led to horrid living conditions for tenements in New York around the same time as Liang Qichao's visit.
AnonymousThis reading gave me an idea for a writing assignment with my students. After the first week or so of school, I would give them categories of topics that they each have to touch on and write about their impressions of America. For instance, education or food in America: What did you think it was going to be like? What do you think about these things now?
It would be fun at the end of the year to give them the same list of categories and questions to see how or if their answers change. It could be part of their writing portifolo and hopefully show their progression not only in the English language but personal growth or change.
clay dubePart 1 of the primary sources for our look at 19th century China.
Please just scan these readings. You won't have enough time to read them all, but at least look at the topics addressed and please read one of the primary sources (choose any of them, there are 7 in the entire set).
edited by Clay Dube on 7/26/2013
edited by Clay Dube on 7/26/2013