SPRING
2016 "JAPANESE CULTURE" J102 (01)
3
units
(45
contact
hours) @SJSU, Email
Dr. Shimazu
ACADEMIC
SCHEDULE ►
►►► UPDATED
regularly
in a timely manner.
✔ The following Weekly Schedules are subject to change without notice. Please visit this page every day. |
On Thursday, after a brief introduction (Focus Points & Objectives), the instructor will show you a Japanese video (approx. 30 min.). Upon watching the video, the class will discuss and clarify the scenes or items causing difficulty, then a short Q&A quiz will follow on the content of the video focusing on understanding and interpreting the material. |
Thu.
1/28 ... Day
1.
ORIENTATION
&
INTRODUCTION.
READ:
Reischauer,
E. , & Jansen, M. B. (1995). The
Japanese Today (Chapters
5-6).
Belknap Harvard.
When reading focus on the Loyalty,
Confucian system, and Zen sections.
https://www.youtube.com/watch?v=hDsdkoln59A
Sengoku Jidai - Chapter 1...
Tue. 2/2... Day 2. General characteristics and aspects of Japanese culture. OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.) --lecture & discussion
Dos
& Don'ts
in
Japan (2nd half) -lecture &
discussion--lecture
& discussion--
Read http://www.thejapanfaq.com/FAQ-Manners.html
Thu.
2/4... Day 3.
General
characteristics
and
aspects
of
Japanese culture. OVERVIEW / Lecture --Cont'd--
READ:
腹芸HARAGEI handout. (►
Friendly
reminder: The content of this handout may be
included
in the first quiz.)
Barnlund's
CULTURAL GRAMMAR
(first half)
Our
New Classroom Clark Hall 206,
next to the Media
Center
(effective Tue. 2/9/16)
Tue.
2/9 ... Day
4. Video
tape
#1:
NOH,
BUNRAKU,
& KABUKI, class
discussion. TODAY'S HANDOUT (the
*Study Guide*) IS
AVAILABLE AT
THE
very BOTTOM
OF THIS PAGE. YOU WILL NEED IT BECAUSE
ITS
CONTENT WILL
APPEAR ON THE QUIZ AND/OR ON MIDTERM.
Suggested
Video
Clips (some additional information):
Noh
(video series): https://www.youtube.com/watch?v=_T5RqW8TWWY
Bunraku: https://www.youtube.com/watch?v=44dH7j-rITw
<<< 29 min.
Kabuki (video series): https://www.youtube.com/watch?v=67-bgSFJiKc&list=TL6wWqPEQpzxE
Make
time and READ Reischauer,
E. , & Jansen, M. B. (1995). The
Japanese Today (Chapters 31-34).
Belknap Harvard.
Thu.
2/11 ... Day 5. More Dos and
Don'ts in
Japan (2nd
half) -lecture & discussion--
Barnlund's
CULTURAL GRAMMAR
(first half)
Read
http://www.thejapanfaq.com/FAQ-Manners.html
https://www.youtube.com/watch?v=0ZTRIblyUdw&feature=related (Have
you caught some errors of this presenter?)
2:30
https://www.youtube.com/watch?v=mRSAni-Rveg
Things Not to Do in Japan
1:30
A brief introduction, Focus Points & Objectives (10 min), Videos (approx. 30 min), and discussion (Qs & As). |
Some additional
information,
to answer the
questions, shall be presented in class lecture. |
Thu.
2/25 ... Day 9.
Video tape #3:
The
Japanese Family: Undergoing Significant Changes,
and
class
discussion.
A brief introduction, Focus Points & Objectives (10 min), Videos (approx. 30 min), and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
Tue. 3/1
... Day 10.
In
the BEGINNING OF THE
CLASS there was a SHORT POP QUIZ.
ANNUAL
EVENTS,
p17-, Ref: Japan
at a Glance <<<
BRING
IN THE BOOK
for class
discussion.
http://www.thejapanfaq.com/celebrations.html
http://web-jpn.org/factsheet/en/pdf/e21_events.pdf
<< ANNUAL EVENTS
http://web-jpn.org/factsheet
PDFs
http://tanutech.com/japan/jholi2012.html#Japanese%20Holidays%2007
<< Japanese
Holidays
2012
Japan's National Bird:
Among birds, pheasants are considered the finest; because of the sorrow
in the cries of males and females for each other, they are taken as
symbols in classical Japanese poems and poems in seventeen syllables of
the feelings of love for one's family.
••►
What
is March
3? ✿
http://japanese.about.com/library/weekly/aa022501b.htm
Enjoy the March
3 (hina
matsuri) Japanese
music. ♫ ♪
♪
♀♀
Dead links?
☻;(( "When
angry, count to four; when very angry, swear." - Mark Twain
Thu. 3/3
... Day 11. Video tape #4:
The Taste
of
Japan: A Tradition of Hospitality, and class
discussion.
A brief introduction, Focus Points & Objectives (10 min), Videos (approx. 30 min), and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
http://www.japan-guide.com/e/e620.html
http://japaneseguesthouses.com/about/ryokan/kaiseki.htm
More suggested Video Clips
https://www.youtube.com/watch?v=QWWaWEDhcIk&feature=youtu.be
3min
https://www.youtube.com/watch?v=CtuW-pQ6wHo&feature=youtu.be
3mi
https://www.youtube.com/watch?v=8Xn5aBZPK-o&feature=youtu.be
4min
https://youtube.com/watch?v=9O57gFzrS_g <<
How to eat at a Sushi Bar, click 8min
https://www.youtube.com/profile?user=cookingwithdog&view=videos
(video clips) <<how to cook Japanese foods
Suggested
Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese
Today
(Chapters 30-34). Belknap Harvard.
Tue.
3/8 ... Day 12. ANNUAL
EVENTS,
p20-, Ref: Japan
at a Glance <<<
BRING
IN THE BOOK
for class
discussion.
http://www.thejapanfaq.com/celebrations.html
http://web-jpn.org/factsheet/en/pdf/e21_events.pdf
<< ANNUAL EVENTS
http://web-jpn.org/factsheet
PDFs
http://tanutech.com/japan/jholi2012.html#Japanese%20Holidays%2007
<< Japanese
Holidays
2012
shimekazari,
kadomatsu, kagamimochi,
osechi ryori, zoni, hatsumode,
nengajo,
...
pp20-22,
INCREASE
YOUR CULTURAL
KNOWLEDGE:
10
Reasons why Japan Rules
https://www.youtube.com/watch?v=pGC9wLUwFls&feature=related
5min
What
NOT to do in Japan
https://www.youtube.com/watch?v=uIyIZZQnuDQ&NR=1&feature=endscreen
5min
Easy
Japanese Gestures
https://www.youtube.com/watch?v=GzYR0F_AA80&feature=related
3min
Thu.
3/10 ...
Day 13.
✿
VIDEO SHOWS
Replacing
Video (#5) with
the
following "Japanese
Technology" video
clips:
A brief introduction, Focus Points & Objectives (10 min), Videos (approx. 30 min), and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture.
|
https://www.youtube.com/watch?v=2Gmskn2a9lk&feature=youtu.be
Miniaturizing Medicine 4min
https://www.youtube.com/watch?v=8zJqa30EJtk&feature=youtu.be
Speedy and safe — Japan's egg technology 3min
http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_1_EN_256K.asx
Tohoku's Eco-friendly Reconstruction (4:03)
https://www.youtube.com/watch?v=0P8hc2Bnd6c&feature=youtu.be
Pioneering Disaster Technology
5min
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO9_3_EN_256K.asx
Leading-Edge Desalination Technology 4:06
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO7_3_EN_256K.asx
Stronger and Lighter than Steel 3:30
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO5_1_EN_256K.asx
Solar Power in Japan 3:50
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO3_2_EN_256K.asx
Fukushima's World-leading Aluminum Technology 4:04
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO6_3_EN_256K.asx
Shaping
Our World with Plastics 3:42
In
the BEGINNING OF THE
CLASS there was a SHORT POP QUIZ based on the
previous class' videos and lecture.
Tue.
3/15 ... Day 14.
(CLASS May START AT 1:40PM due to Prof's SJSU 20-year
service
Award
luncheon--Thanks for cooperating..)
ANNUAL
EVENTS,
hatsumode,
nengajo,
nanakusa-gayu,
kagami-biraki,
Fukuwarai,
...
pp21-23,
Japan
at a Glance
<<<
BRING
IN THE
BOOK
for class discussion.
https://www.youtube.com/watch?v=CVLRG6KAPgI
<<< Japanese festivals <<< 28min
http://www.thejapanfaq.com/celebrations.html
http://web-jpn.org/factsheet/en/pdf/e21_events.pdf
<< ANNUAL EVENTS
http://tanutech.com/japan/jholi2012.html#Japanese%20Holidays%2007
Japanese
Holidays
2012
http://web-jpn.org/factsheet
PDFs
A brief introduction, Focus Points & Objectives (10 min), Video (approx. 30 min) and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
https://www.youtube.com/watch?v=ARkVrXJmZPk
7min
https://www.youtube.com/watch?v=OBo8kQny8Rk
3min
https://www.youtube.com/watch?v=WfnJ26KI2GU
<<< Japanese toilet ? 4min
https://www.youtube.com/watch?v=iTnDJumzuBE
51min
http://web-jpn.org/webjapan/search/Society_Education_And_Academia_00.html
<<< Reading (FYI)
http://web-jpn.org/webjapan/search/Society_Lifestyle_00.html
<<<
Reading (FYI)
In
the BEGINNING OF THE
CLASS there will be a SHORT POP QUIZ based on the
previous class' videos and lecture.
Tue. 3/22
...
Day 16. ANNUAL
EVENTS: Lecture on
Setsubun, Doll
Festival
(or hina
matsuri),
Higan, pp24-25 w/ supplement handouts.
Japan
at a Glance <<<
BRING IN THE BOOK for class discussion.
https://www.youtube.com/watch?v=CVLRG6KAPgI
<<< Japanese festivals 28min
<< ANNUAL EVENTS
You may spend
another hour to enjoy listening to the
Zen Garden ♫✿ video to
relax
https://www.youtube.com/watch?v=CH6WkQcRBZA&feature=related
1 hr
A brief introduction, Focus Points & Objectives (10 min), Video (approx. 30 min) and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
Early
Reminder:
☺
READ
DeMente,
B. (1987). Japanese etiquette &
ethics in business.
Lincolnwood,
IL: NTC;
the info from this piece will appear on the upcoming MIDTERM
EXAM.
Print
out those pages and bring in for class discussion (or questions?).
THE CONTENT WILL
PROBABLLY APPEAR ON THE UPCOMING MIDTERM.
https://www.youtube.com/watch?v=NegfAX0RsQM
<<< Japanese holidays 28min
ENJOY
WATCHING THE FOLLWING DURING SPRING BREAK:
★★★★
Video clips for
you. Japanese
technology:
http://web-japan.org/jvt/en/streaming/wmp/JVT_13-14_NO2_1_EN_256K.asx
<<< Ultra-Lightweight Vehicle 3min
https://www.youtube.com/watch?v=8-jW5JyEyf0
<<<
shinkansen technology 6min
http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_3_EN_256K.asx
<<< shinkansen technology 5min
http://web-japan.org/jvt/en/streaming/wmp/JVT_10-11_NO8_1_EN_256k.asx
5min
https://www.youtube.com/watch?v=_IOlVYxxo4M&feature=related
<<<< [HD] 新幹線 ドクターイエロー Shinkansen Dr.
Yellow 10min
https://www.youtube.com/watch?v=5SRDRbEz6eY
<<<< Shinkansen, DrYellow(test train)
3:51
http://web-japan.org/trends/09_sci-tech/sci101209.html
3/29
&
3/31
...
NO CLASSES. SPRING BREAK-- C. Chavez Day
Tue.
4/5
...
Day 18. ANNUAL
EVENTS: Lecture on
Hanami, Children's Day,
Tanabata,
Chugen, Bon Festival
Tsukimi,
753,... p25 - p29.
Japan
at a Glance <<<
BRING IN THE BOOK for class discussion.
MOCHITSUKI
video OOMISOKA 27min
Thu.
4/7 ...
Day 19. A Great Video
#8:
The Japanese
and
Nature: Friend or Foe,
class discussion.
A brief introduction, Focus Points & Objectives (10 min), Video (approx. 30 min) and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
http://web-jpn.org/webjapan/search/Science_And_Technology_Technology_00.html
<<< READINGS
☻* Topics:
global isues: Healthcare, Education,
environment,
economy,
foods, food safety, ??,
international cooperation after
natural
disaster.
energy,
transportation
https://www.youtube.com/watch?v=6etjN4F6ayg
28min
FRIENDLY
REMINDER:
☺
READ
DeMente,
B. (1987). Japanese etiquette &
ethics in business.
Lincolnwood,
IL: NTC;
The information on this page will appear on the upcoming MIDTERM
EXAM. Print
out those pages and bring in for class discussion (questions?).
Tue.
4/12 ...
Day 20.
MIDTERM
EXAM:
Contents come
from handouts
on
Videos
#1 - #8, DeMente,
B. (1987).
Japanese etiquette & ethics in
business,
and class lectures.
Lecture
on Joya
No Kane
,
CLOTHING-
KIMONO,
YUKATA, KIMONO AS
PART OF
WORK,
PEOPLE WHO WEAR KIMONO
AS PART OF WORK pp29-30 Japan
at a Glance <<<
BRING IN THE BOOK for class discussion.
http://www.zen-shop.net/top-info.html
Thu. 4/14 ... Day 21. Video tape #9: Japan's Corporate System: The Role of the Entrepreneur, and class discussion
A brief introduction, Focus Points & Objectives (10 min), Video (approx. 30 min) and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
FYI: http://gojapan.about.com/cs/traditioncustom
https://www.youtube.com/watch?v=pl_cxvnaaKc <<< Kazuo Inamori, Kyocera, saved JAL 2010, 10minA brief introduction, Focus Points & Objectives (10 min), Video (approx. 30 min) and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
https://www.youtube.com/watch?v=CVLRG6KAPgI
<<< Japanese festivals <<< 28min
https://www.youtube.com/watch?v=Cm5v67_5XJA&feature=relmfu
<<< Culture Japan Season 2 Episode 3 - Japanese
Festivals 29min
omg
;((
Remember, IAD is a serious social
disease today! Watch this
> https://www.youtube.com/watch?v=M1MRp5rakts
Relax and drink tea to calm you
down.
Videos to relax (you too can relax):
https://www.youtube.com/watch?v=qFrRSUjAObQ&feature=related
<<< Flowers in Japan
6min (no narration--music only)
https://www.youtube.com/watch?v=g3FhFewRCY0&feature=related
<<< Hokusai
paintings 1760-1849 5min (no
narration--music only.
Tue.
4/26
... Day 24. Lecture on DIET...
variety
of rice
dishes,
MISO soups,
seasoning, ... <<<Friendly
Reminder:
These will appear on
the final exam.
(Ref:
Japan at a Glance,
pp38-41), and class discussion.
☺ Japan's Popular dishes
http://www.japan-guide.com/e/e620.html
TRADITIONAL
FAVORITES Wakame,
konnyaku, Chikuwa, Oden,
TSUKEMONO, ... (Ref: Japan
at a Glance <<<
BRING IN THE BOOK. pp42-43).
Friendly
Reminder:
These will appear on
the final exam. SASHIMI,
SUSHI, TEMPURA, NABEMONO,
noodles,
(Ref:
Japan at a Glance,
pp44-48).
http://japaneseguesthouses.com/about/ryokan/kaiseki.htm
Video
tape #11:
Education
in Japan: Children and Their Dreams, class
discussion.
A brief introduction, Focus Points & Objectives (10 min), Video (approx. 30 min) and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
Suggested
Video Clips
https://www.youtube.com/watch?v=ygInMvH30QU
<<< Japan - Strong Performers and Successful Reformers
in Education 17min
https://www.youtube.com/watch?v=KcfGhcL9xcw
Japanese Schools 8min
https://www.youtube.com/watch?v=fRGvhQ1r5SY
Japanese Elementary School Sports 9min
https://www.youtube.com/watch?v=toSHls3W2Hk
Japanese High School Uniform 3min
https://www.youtube.com/watch?v=_si2At7lLeg <<< Japanese and American public junior high schools-PART 1 7min
Overhead
(if time permits):
SAME AGES, DIFFERENT
WORLDS: A
comparison of fifth-graders in S.F. and Tokyo (1989), and Should
Our Schools Be More Like
Japan's? Reader's Digest, January 1996, and a comparion of
2
elementary
schools
in USA & JAPAN. 8-10min
Tue.
5/3... Day 26.
Feedback on students' ★ TEA
CEREMONY summaries. Green tea
There
are three main varieties of tea -- green, black, and oolong. The
difference is in how the teas are processed. Green tea is made from
unfermented leaves and reportedly contains the highest concentration of
powerful antioxidants called polyphenols.
Antioxidants
are substances
that fight
free radicals -- damaging compounds in the body that change
cells, damage DNA, and even cause cell death. Many scientists believe
that free radicals
contribute to the aging process as well as the
development of a number of health problems, including cancer and heart
disease. Antioxidants such as polyphenols in green tea can neutralize
free radicals and may reduce or even help prevent some of the damage
they cause.
https://www.youtube.com/watch?v=UUNZPhaaLE0&feature=youtu.be
matcha 4min
https://www.youtube.com/watch?v=D25I81Jv1Iw
green tea processing 6min
https://www.youtube.com/watch?v=WOCiOOJoWXk&feature=related
<<<< Japanese Tea
Ceremony
4min
MATCHA, ....on
HOUSING, kinds of residences,
housing complexes, GENKAN,
Japanese rooms OSHIIRE,
KAMIDANA, BUTSUDAN,
<<< Friendly
Reminder: These pages may appear
on final.
(Ref:
Japan at a Glance,
pp54-60).
<<<
BRING IN THE BOOK to class.
Japanese
FURIN,
SUDARE, <<< Friendly
Reminder: These pages will appear
on final. Ref:
Japan at a Glance,
pp61-65 <<<
BRING IN THE BOOK to class.
Suggested
Readings
Reischauer,
E. , & Jansen, M. B. (1995). The
Japanese Today
(Chapters 30-34).
Belknap Harvard;
Reischauer,
E. , & Jansen, M. B. (1995). The Japanese
Today
(Chapters 1-3). Belknap Harvard.
A brief introduction, Focus Points & Objectives (10 min), Videos (approx. 30 min), and discussion (Qs & As). |
Some additional information,
to answer the
questions, shall be presented in class lecture. |
Thu. 5/12 .... Day 29. LAST
DAY OF
CLASS.
Shoko,
Reikyusha (or Hearse),
Hoyo (or
Memorial services--7th, 49th, 100th day, and 1-yr later),
GREETINGS,
GESTURES,
... <<<Friendly
Reminder: These pages may appear
on final.
(Ref:
Japan at a Glance,
pp71-75 and beyond?).
<<<
BRING IN THE BOOK to class.
Overhead: 1. Advice for ESL/EFL teachers of Japanese students (4min. w/ handout--yellow). |
2. Lecture on "Characterization by a Value or Value Complex" by D. Krathwohl, 1964, Affective Domain, if time permits. (5min. w/ Gronlund's handout--pink). |
✔
FINAL
EXAM 5/19/16 12:15
- 2:30 p.m.
Content: the
videos
shown in class, Japan
at a
glance
pp1-75,
handouts Japanese Culture and
Behavior, and class lectures, etc.
Please bring in your textbooks,
handouts,
and class notes. You may need them
during the test.
= End of ACADEMIC SCHEDULE =
fyi
https://www.youtube.com/watch?v=9hIQjrMHTv4&feature=dir
(8:10) history of the Internet
Internet
Addiction Disorder (IAD)? (officially recognized as
"psychological disorder"
10/2012- )
https://www.youtube.com/watch?v=V-Nu3HA8lww&feature=related
ALL THE ENDEAVORS OF THE TEACHER WILL FAIL TO INSURE SUCCESS UNLESS YOU PREPARE WITH DILIGENCE AND CONSTANCY THE EXERCISES GIVEN IN CLASS. Suggestions are always welcome. |
Take a close look at the sites: Craigslist,
Jim Breen, and ymshimazu's sites. What do they share in common?
You'd think you'd stepped into a time machine that has shot you back to
the Web's pre-commercial days? Mosaic, NCSA, Marc
Andreessen? There are
no fancy graphics. No flashy animation. No banner ads. There's hardly
even color. It has all the appeal of an elementary school mimeograph.
And that's by design. Stay true to its original "populist values” that
draw people together. Online communities change over time. Simple
and
fast is good, Craig Newmark agrees, because it makes the site
easy to
use. This practice will help people make life easy. And provide a
culture of trust, one that's very useful and very effective.
"Ostentation and ornamentation are disdained as vulgar, and simplicity
and understatement considered as signs of sophistication
(Zen)."
Think why people
use Twitter?
Prajna.
円融三諦
Are you already addicted or rapidly tumbling toward
trouble? Trapped in SNAD (Social Network
Addiction Discorder) or HEGAD (High-End Gadget Addiction
Discorder)?
Take these IAD (Internet Addiction Disorder) tests to
see how sick you are:
http://www.netaddiction.com/index.php?option=com_bfquiz&view=onepage&catid=46&Itemid=106
http://psychcentral.com/quizzes/netaddiction.htm
Remember!
If
you miss a
class,
you
will lose
the portion
of class participation which will affect your
course grade a
lot! omg
5. One (1) in-class paper
presentation of your
interest ......................................................
extra
credit
Grading
Scale► A
95-100% A-
90-94% B+
85-89% B 80-84% B- 75-79% C+ 70-74% C 65-69%
C- 60-64% D+ 55-59% D
50-54% D- 45-49% F Below 45%
iNote: If you
miss a quiz, you will receive a zero (0) point
for the quiz. If you
miss
a class, it is your responsibility to find out what was covered during
the class.
................................................................................................................................................. .. |
eMESSAGE
BOARD from the J102(02) instructor
POST
YOUR MESSAGE ON OUR eBulletinBoard ACADEMIC SCHEDULE is subject to change without notice. wabi侘び(sabi錆び)simplicity, naturalism, humility, restraint, profundity, imperfection, asymmetry. < deeply ingrained Japanese cultural values. Extra credit. A reading report (in English): In 6-9 sentences (not exceeding 15 sentences, in standard American English, APA format: After reading 3 most favorite entries or items of your choices in the DeMente, B. (1997) The Japanese have a word for it, choose one entry and describe in writing your experience and relate it to Japanese cultural values. Assessment Criteria: (a) Well-structured sentences and paragraphs, (b) correctness, clarity, and conciseness, (c) critical analysis and personal responses, and (d) academic recognition of significant works of enduring human concerns. On the top of your report, enter your name, id# (4 digits), the title and page numbers the entry appeared in DeMente. You will receive extra credit. If your English is not at the academic level, please have your paper proofread by an academically qualified individual before submitting the paper. Do the suggested readings, and get involved in community services... Do some video/film or article reviews (if
you like): http://web-japan.org <<< Enjoy the most
recent Japanese culture, nature, science and technology, etc. (videos & articles).
☻ Remember: No drinks (except bottled
water), no
food, no
chewing gum, and no cell
phones (digital gadgets) in
the classroom. Rationale:
Chewing gum
in front
of others is considered rude and unkempt (Japanese culture &
value). http://www.geocities.com/japanfaq/FAQ-Manners.html
.........................................<
<
<
Don't
be late for class! (Reminder:
3
Ls = 1 absence). 転迷
開悟 ☼ Did
you know that ► Secondhand
Smoke can Lower Your Test Scores by 7 points? If
you miss a class, you hurt yourself :(( Extra VIDEOS / FOOD FOR THOUGHT https://www.youtube.com/watch?v=9hIQjrMHTv4&feature=dir (8:10) history of the Internet https://www.youtube.com/watch?v=kLK-rK3rfW8&mode=related&search= 30min Bill Moyers @NCMR 2007 https://www.youtube.com/watch?v=YaK3tSVu68k 30min http://www.wired.com/wired/archive/8.04/joy.html << read this article by Bill Joy while it exists. 円融三諦、その他 > 少し難しいけど、とても勉強になる談話 https://www.youtube.com/watch?v=ZuWERqgJ2xQ&feature=related https://www.youtube.com/watch?v=GaouwzsDcc4&feature=g-vrec&context=G2ddc76bRVAAAAAAAAAQhttps://www.youtube.com/watch? https://www.youtube.com/watch?v=96UM8UT4x-g&feature=related https://www.youtube.com/watch?v=CnefW9TSgyA&feature=related https://www.youtube.com/watch?v=6U9EURzHXQg <<< 1/8 【仏教】釈迦の悟った内容 - 苫米地英人 |
Go green! collusive
cynicism? |
. j102-procedures16sp.html. SJSU
Below .
. .
. . Most Recent
Video (VHS/YouTube).
. .
. . VVVVVVVVVVVVV |
Video #13 (The JET Program)
Upon completion of today's class, you should be able to:
understand some of the cultural patterns that Japanese students
have (Advice
for ESL/EFL Teachers of Japanese Students--handout
available from instructor),
be sensitive to students' cultural differences by learning
suggestions
from ESL/EFL teachers,
show awareness of and interest in people teaching English in
Japan,
appreciate the role of the JET Program,
attends closely to the 5 JET program representatives as ALT
and CIR working in Japan,
observe how the JET representatives demonstrate and cooperate
in activities in Japan,
understand the role of US representatives in the globalization,
recognize how the JET representatives solve problems--culture
and other,
develop problem-solving attitude,
develop attitudes to enjoy helping others,
develop attitudes and commitment to social improvement in
today's
global society.
ADDITIONAL OBJECTIVE
develop and maintain good health habits (Characterization by
a Value or Value Complex--Krathwohl, 1964 Affective
Domain)--n.
Video #12 (Working Women)
Upon completion of today's class, you should be able to:
compare opportunities for women in Japan and the United States,
enumerate factors that precipitate change,
know female executives in companies are still the exception,
women are beginning to make inroads in various areas including politics
in Japan,
know that 32% of females studying economics and law, and 50%
of females in science professions, say they intend to keep working
after
childbirth,
know that today still less than 10% of working women were in
management
positions in Japan compared to nearly 50% in the US,
know that by age 35 men earn 63% more than female counterparts
and by age 45 men earn 95% more than women in Japan,
know that the majority of teachers in elementary schools are
women, but by junior high 65% of teachers are men, and by senior high
80%
of teachers are men,
know that there are now more married women working outside the
home than staying at home fulltime in Japan,
know that behind the rapid increase in female workers are the
growth of service industries that require woman and high levels of
academic
qualifications,
know that much of the recent statistics reveal that Japanese
women's progress and opportunities in the work force still lag behind
many
Western industrialized nations,
know in spite of the passage of the 1987 Equal Employment
Opportunity
Law in Japan that prohibits discrimination on the basis of gender in
employee
education and training, welfare benefits, mandatory retirement and
dismissals,
little change has taken place in placement and promotion policies,
know more than 90% of the Japanese people replied in 1986
"housekeeping
and child care are the woman's domain, even if she works (The Japan
of Today, 1989, p.84)."
= end of video#12 =
Day 23 -- show
date 4/28/16
* FOCUS POINTS
Video #11 (Education in Japan)
EXPECTED OUTCOME
:
be familiar with the organization of the Japanese school system
and its curriculum,
discuss factors within societies that contribute to and
reinforce
educational norms.
know that the Japanese school
year runs from April 1 to March
31 parallel with the business and government fiscal years,
know the strength of the cram
school or JUKU comes from
identifying
individual weakness and developing an individual learning process for
each
student,
know that MANGA or comic books are as popular with business
people and adults in general as they are young people in Japan,
know that even the feudal system remained in place, a system
for educating young people was in operation. HAN schools had been
established
all over Japan to teach children of SAMURAI families the basics
necessary
for the ruling class. Education was not limited to those at the top of
the feudal domains. When the nation-wide compulsory education was
initiated
in 1872, there were already
20,000 TERAKOYA or temple schools in
operation
throughout Japan where commoners,
ordinary farmers and towns people
could
send their children on a voluntary basis. Education was central to the
thinking of reformers in the MEIJI Restoration.
know the current Japanese educational system is structured like
the US model laid out in two 1947
laws: a) the Fundamental Law of
Education
that prohibits discrimination on the basis of race, creed, gender,
social
status, economic status, and b)
the
School Education Law.
know "the Japanese place their main emphasis on elementary
education
(Reischauer, 1995),"
know that traditionally it has been the mother's role to make
sure that the child's homework gets done, and contact with teachers to
keep on top of child's progress,
know prefectural and local school boards make the final
selection
of books to be used, but board
members are now appointed by governors
and
mayors not elected by their constituencies.
=end of video #11=
Day 23
-- show date 4/21/16
* FOCUS POINTS
By watching video #10 (Annual Festivities &
Ceremonies),
observe the influence of religious and spiritual beliefs in
the daily life of Japanese people, question whether the
Japanese
people are religious?
EXPECTED OUTCOME
:
be aware of how Shinto, Buddhism, and Confucian values affect
daily life in Japan,
contemplate how religious and spiritual beliefs influence
society,
and
consider agents of change over time, by comparing Japanese
festivals
and celebrations,
know that Shinto is the indigenous Japanese religion; it is
polytheistic
encompassing countless KAMI or deities, and shows tolerance toward
other
religions,
know Japanese homes have a Buddhist altar in addition to a
shrine
where a Buddhist image and the families ancestral spirits are
enshrined,
know funerals are generally Buddhist rites, births are marked
by a Shinto ceremony one month after birth,
be aware of the importance of a) SHICHI-GO-SAN (7-5-3), wedding
ceremonies (usually held in a wedding shrine or church), TSUKIMI or
moon
viewing (August 15), New Year's Day (January 1), Doll Festival (March
3),
TANABATA (July 7), OBON (around July or August 15), for the Japanese,
know pervasive influence of Confucianism (Confucius
孔子
551-478 BC)and the secularization of religious thought in the early
17th
century in Japan.
Day 21
-- show date 4/14/16
* FOCUS POINTS
EXPECTED OUTCOME
:
understand that nearly 70% of the Japanese work force is
employed
by companies with fewer than 100 employees (46% of workers in Japan
were
employed by companies with fewer than 50 employees whereas 15% of
workers
in the US were employed by companies with fewer than 50 employees, in
the
mid 1980s),
understand that in the manufacturing sector, large Japanese
companies obtain parts from small independent suppliers (more part-work
is done internally or within subsidiary organizations in Japan),
know, beyond the manufacturing sector, the percentage of family
owned Mom and Pop businesses in Japan is high (Japan Statistical
Yearbook,
1986),
know, in particular, women of the younger generation have
become
the pacesetters in Japan's consumer markets, the older Japanese see
their
younger counterparts placing more emphasis on their lifestyles, valuing
the way they live above everything else... (Tesuya, 1986),
see "Gucci
on
the Ginza" by George Fields,
Does the rigidly structured Japanese system allow Japanese people
any
room for creative input?
Yes. No. It depends. Hard to say. I don't know. (circle
one)
Do you have images of people at work in Japan of the "salary man" or
"office lady" employed by one of the huge multinational conglomerate
organizations?
Yes. No. It depends. Hard to say. I don't know. (circle
one)
In watching Video #8 (The Japanese and Nature)
EXPECTED OUTCOME
:
articulate influences of nature in everyday life,
enumerate some benefits and threats that natural forces have
created for the Japanese,
discuss dimensions of geography and population,
consider the problems of environmental pollution and
overcrowding.
Know Japan's 120 million people live on about 20% of the land
(areas for cultivation & inhabitation),
know the largest expanse of flat land is the Kanto Plain
(stretches
for 120 miles around Tokyo),
know 10+ million live within the Tokyo environs, 3+ million
in Yokohama, another million in Kawasaki,
know 12 million live in the Kansai region, Osaka, the trade
city; Kobe, the port city; Kyoto, the old capital,
know several other Japanese cities have populations over 1
million,
and 194 municipalities between 100,000 and 800,000 (Reischauer, 1995,
p.4),
know less than 12% of arable land is under cultivation and plots
are very small.
Know Japan's natural bounty is void in raw materials
necessary
to support a modern industrial economy (iron, oil, etc. virtually
everything
needed to maintain an industrial base must be imported),
know Japan's birthrate is among the lowest in the world but
with the longest life expectancy.
show
date 3/24/16
* FOCUS POINTS - Day 17
In watching video #7 (Customs &
Manners in
Japan)
EXPECTED OUTCOME
:
observe the behavior that is appropriate in a variety of
Japanese
situations,
distinguish different levels of speech, uses of silence, types
of questions, role, gender, and age-related
restrictions depending on to whom and when he or she talks,
be aware of your own customs and manners, variations in
different
environments,
be aware in Japan decisions are rarely made on the spot
within
a meeting but reserved for discussion and resolution later,
be aware that the custom of changing outside shoes for inside
slippers are provided for various situations,
be aware of proper table manners when using chopsticks and
eating
Japanese cuisines,
be aware of the custom of "gift-giving" in Japan that includes
many occasions beyond those that are typical in the US,
be aware of the proper seating of people based on status, and
the changing patterns of public behavior of young people,
be aware hierarchical consciousness permeates formal and
informal
associations from business and social situations through relationships
between family members. For example, instead of calling siblings by
name,
Japanese children say ONESAN (older sister), IMOTO (younger sister),
etc.
Similarly in business situations, associates are commonly addressed by
their title rather than name,
know the aim of "tea ceremony--CHANOYU" is to purify the soul
by becoming one with nature. CHANOYU is described as calmness,
rusticity,
gracefulness, and aestheticism of austere simplicity
and refined
poverty
(The Japan of Today, 1989, p.139).
know the continuing emphasis on hierarchy in Japan often
interpreted
as part of a "class system," but this is wrong. Hierarchy is taken for
granted, but status is important. Japan today has a very "egalitarian
society"
(Reischauer, 1988, p.149).
Know the young people are changing tradition of the taboo of
touching or embracing in Japan.
show date 3/17/16 * FOCUS POINTS - Day 15
In watching video #6 (Japanese Society), observe Masato Aoki, a 21-year-old university student, who makes a trip to his countryside home during the OBON festival after an 18-month absence. Masato's grandmother and younger brother live with his parents on a small rice farm with an apple orchard. Masato thinks about his personal hopes for the future, and weighs the obligation he feels as the oldest son to take over his parent's business and household. It is favorable to graduate from a university in Tokyo in order to get a better job in Japan. The positive side of being in Tokyo is evident but questions arise as Masato returns from his country to his tiny apartment. An average house costs a half million dollars, ...the absence of a sense of community in contrast to the older sections of Tokyo where people maintain close-knit ties. Apartment complexes are not conducive to the formation of close personal associations or to developing a sense of community with mutual obligations among people.
EXPECTED OUTCOME
Upon completion of today's class, :
be aware of social concerns that cross-cut urban and rural,
young and old, economic and political divisions (including
international
boundaries),
contrast (indicate differences when compared) pluses and minuses
of living in a megalopolis in Japan,
understand that in moving from an agrarian society to an
affluent
postindustrial nation, lifestyles and human relationships change,
be aware that retaining a young work force goes beyond personal
desires of individual families and is a big social issue,
know that the obligation of the oldest son to assume the proper
role as the head of the household and the family business still exists
in Japan,
know that agricultural production dropped from 20% in 1955
to
3.5% in 1985, and to
2% in 2000 ("Agriculture" Japan),
know that universal literacy in Japan enables the availability
and high readership of national newspapers that elevates the potential
influence of print media,
know that Japanese people watch TV a lot (weekday 3 hours &
weekend 4 hours),
know that the Japanese railway system still commands attention
and respect (started in 1872 between Tokyo & Yokohama), the
punctuality
of Japanese trains is phenomenal,
relate "mass media" and "mass transit" to discussion: 40%
of
domestic traveling is done by train today (less than 10% by plane).
show date 3/10/16
* FOCUS POINTS - Day 13
In watching video clips (Japanese Technology)
observe Japan's late entry to the world of modern
industrialization,
see leading edge products and robots in action.
EXPECTED OUTCOME
:
Identify factors that facilitate the adaptation of technology
and those that focus production on consumer products and concerns.
Know
1. the Japanese technology rooted in Japanese craftsmanship (the first
foreign technology adapted was guns introduced by the Portuguese in the
early 1500's);
2. SAKOKU 1641-1854:
Japan was closed to the outside world (access
to foreign ideas and technology was limited to Dutch and Chinese via
the
port of Nagasaki);
3. When massive technology began during
the MEIJI era
(late 19th
century),
Japan's literate population was ready to accept it;
4. The new government abolished
the class system, unified the schools
and established a national
university system; students were sent to
universities
abroad. These facilitated the rapid transfer of Western science and
technology;
5. Modern technology begins after WWII; manufacturers concentrated
on consumer-oriented products instead of the defense industry;
miniaturization
of products contributed to advancements in electronics;
6. Japanese craftsmen pushed
themselves to respond to the needs of
consumers by placing their work in a cultural context.
Recognize the technology applied to environment, energy, and
biotechnology.
Compare and contrast the high-technology in the US and
Japan.
Enumerate or name 3 high-tech items (eg. iPads, iPhone,
flashdrives, gps,
etc.) that did not exist 15 years
ago.
✿
VIDEOS (SHOWN) Substituting for
Video (#5) "Japanese
Technology"
https://www.youtube.com/watch?v=aLL2BpTqzaY&feature=fvwp&NR=1
OMG Japanese Digital Vending
Machine w/ HIPPYKILLER1 3min
https://www.youtube.com/watch?v=pcZSU40RBrg
bike storage 4min
https://www.youtube.com/watch?v=km3xt49fHq4
Japanese public toilet 2min
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO3_4_EN_256K.asx
Keeping the Auto Industry on the Road 5:05
http://web-japan.org/jvt/en/streaming/wmp/JVT_13-14_NO1_2_EN_256K.asx
Tsunami Simulation Helping Limit Damage 3min
https://www.youtube.com/watch?v=LakMmxg_sQg&list=PL3hmNyx8QJxS3LHIRz5CyQOBGCQ4WpZiG
Leave it to the Movers 3min
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO2_4_EN_256K.asx
Technology Inspired by Tradition (4:25)
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO1_2_EN_256K.asx
Miniaturizing Medicine (4:35)
http://web-japan.org/jvt/en/streaming/wmp/JVT_10-11_NO8_3_EN_256k.asx
Speedy and safe — Japan's egg technology (3:04)
http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_1_EN_256K.asx
Tohoku's Eco-friendly Reconstruction (4:03)
http://web-japan.org/jvt/en/streaming/wmp/JVT_12-13_NO1_3_EN_256K.asx
Pioneering Disaster Technology (5:09)
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO9_3_EN_256K.asx
Leading-Edge Desalination Technology 4:06
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO7_3_EN_256K.asx
Stronger and Lighter than Steel 3:30
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO5_1_EN_256K.asx
Solar Power in Japan 3:50
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO3_2_EN_256K.asx
Fukushima's World-leading Aluminum Technology 4:04
http://web-japan.org/jvt/en/streaming/wmp/JVT_11-12_NO6_3_EN_256K.asx
Shaping
Our World with Plastics 3:42
https://www.youtube.com/watch?v=G5Vd9k3-3LM&feature=channel (1:02) Japanese Robo Maid
https://www.youtube.com/watch?v=FHLl6h5nqP4
Japan: Robot Nation Pt1 11min
https://www.youtube.com/watch?v=CsSVoMb1Hx0
505kmリニア中央新幹線2013年8月 5min
http://video.google.com/videoplay?docid=-6890980308166776761&q=japanese+technology&hl=en
(0:25) a joke?
Internet
Addiction Disorder? (officially recognized disorder now
10/2012- )
https://www.youtube.com/watch?v=1ciER_8eKNo&feature=related
https://www.youtube.com/watch?v=V-Nu3HA8lww&feature=related
show date 3/3/16
* FOCUS POINTS - Day 11
In watching video #4 (The Taste of Japan),
observe
the physical features of Japan, the Japanese view of nature, and the
use
of food and drink as a medium for human interaction.
EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be familiar with traditional Japanese food,
be aware of geographical influences shaping Japanese traditions,
identify representative cuisines in different regions of Japan,
recognize "fish," "rice," and "malt," as basics in Japanese
cuisine,
understand KAISEKI--formal cuisine developed to accompany the
tea ceremony,
understand "rice" as the monetary unit of exchange in premodern
Japan (the culture of rice has significance far beyond its role as a
part
of Japanese meals),
be familiar with Japanese tableware and the formal etiquette,
contrast (indicate differences when compared) the lifestyles
of farming villages with those of the city salarymen.
Since WWII, the average Japanese diet has changed, and so has food
preparation
and storage.
32.6% of the work force was in agriculture in 1960, whereas 8.8% in
1985 (huge drop).
Japanese cooking is a simple art (Tsuji, 1980), Japan's culture is close to nature.
= end of Video#4 =
show date
2/25/16
* FOCUS POINTS - Day 9
Video #3 (The Japanese Family) represents 3 Japanese families: a) a middle aged couple in a traditional role of "salary-man" and "education mama," with a 14 year old son and an 11 year old daughter; b) a young couple living in an apartment complex with their new born son. The younger woman lives an active lifestyle, pursuing interests in sports, cultural activities and a vacation. Both women handle the family finances. (The tradition started in feudal times when the merchant class occupied the bottom rung of the social ladder and handling money was considered dirty.); c) a family realized the dream of many Japanese, purchasing a home. The husband commutes 4 hours daily round trip. The wife works parttime selling health foods door-to-door to help meet the mortgage payments and soaring educational costs. (While fish or farm families work side by side, more than 50% of all Japanese women now work outside the home.)
Whether mothers work outside the home or not, the children's education is the primary concern of most Japanese mothers. The path in Japan includes rigorous entrance examinations for high school and college. To prepare for high school exams, junior high students go to cram schools (JUKU) several nights a week. Prestigious high schools are those with a reputation of getting large numbers of graduates admitted to top name universities, a step believed to guarantee subsequesnt employment by major corporations. (The Japanese educational system is under attack on several fronts. Parents are afraid to not send their children to JUKU even though classes disrupt family life and strain financial resources.)
The final scene of the video takes place at Mrs. Nishida's parents' home, a farm about 2 hours away from Tokyo. In this traditional setting, members of the extended family vocalize some questions that are on the minds of many thoughtful Japanese. Mrs. Nishida reflects on her childhood and today's competitive educational system. She wonders if she is doing the right thing. The daughter suggests to her father that he just quit his job if his work makes him so tired and spend more time at home. (The father's generation has that lingering sense of poverty that was overcome only by hard work and continous effort. The children are growing up with all the comforts of an affluent society and its costs.)
Note that beneath the statements and superficial view of the 3 families in the video, there are glimpses of significant changes underway in Japan.
EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
be aware of factors that impact family units independent of
national boundaries,
enumerate contemporary social and economic issues in Japan that
are converging on the family,
know: a) 2/3 of the workforce in Japan is employed by small
and medium size companies,
b) true equality in career opportunities between men and women
in Japan is not yet a reality, even though equality was guaranteed
under
the 1947 Constitution, and pushed in legislation during the 1980's, c)
2 trends that will have major implications for the Japanese family in
the
immediate future: the "aging" of the population and the problem of
"skyrocketing
land prices."
show
date 2/16/16
* FOCUS POINTS
When watching video #2 (Japanese Businessman),
you should
compare the typical work environment for employees of large
corporations in the United States and in Japan.
EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
become aware of the special part corporate identity plays in
big business, and
identify factors eroding current business practices,
know specific facts of Japanese business, such as many
cross-cutting
forces at work that affect both employee attitudes and potential
transformations
within companies. These include changes in the educational system,
internationalization,
the aging of the population with subsequent labor shortage,
recognize unstated assumptions of Japanese business,
the following concepts:
"group loyalty and its relationship to corporate identity"
"for most Japanese businessmen the working day extends far into the
evening as employees socialize with clients and fellow workers."
"young people in Japan today, draw a clear distinction between work
and their private lives."
"the paternalistic pattern of Japanese companies continues and forms
the prevalent system"
"the team concept permeates all levels of Japanese business including
the factory floor--no clear line is drawn between executives and
workers..."
"lifetime employment system?" when did it begin breaking apart?
Twenty(20) years ago, 10 years ago, or
recently?
Visit and learn:
http://web-japan.org/kidsweb/explore/economy/index.html
Suggested Video Clips:
https://www.youtube.com/watch?v=6Wkq95vJHC8
https://www.youtube.com/watch?v=wgl_Q8wCLO0
show date 2/9/16
*Study Guide*
* FOCUS POINTS
1. When you are watching video #1,
listen
to the recordings of Japanese music both modern and traditional.
Compare
style and sounds to Western equivalents.
2. After you have seen the video, if you like, obtain a resource
containing
visual art covering
the Tokugawa period (1600-1867). Look for scenes from BUNRAKU and
pictures
of KABUKI actors.
Discuss the "floating world" of the UKIYO-E and examine the pictures.
What do the woodblock prints tell about the people, the lifestyle, the
prevailing mood of the time? Why did BUNRAKU and KABUKI appeal to those
people?
EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
3 types of Japanese theater:
1. NOH--song, dance, and mask theater, 600 years old. lasted for 56 generations, passed down by father-to-son training. No curtains, wood (pine), poled structure with roof. Typical are chanters and few instruments. Referred to as "art of walking."
2. BUNRAKU--puppet
theater. Dates back to 17th century. Three
trained puppeteers manage one puppet. One person does feet, one to the
left hand and one (the master) the head and right hand. It takes 10
years
to master each step. (30 years to be master). Puppet made of gourd and
bamboo. One singer tells story, wears weight-laden sash plus one
SHAMISEN
player. The pronunciation to get the story, is the most important. The
special chant (JORURI) that is accompanied by a SHAMISEN seems closer
to
speaking than singing. Understanding words is more important than the
melody.
https://www.youtube.com/watch?v=dziy1mEBoiQ&feature=relmfu
(29 min)
3. KABUKI--play of dance and music emphasis. Dates back to the 17th century also. It concentrates on scenery, costumes, gestures, make up, music and acrobatics to arouse emotions. The style of artistic form appeals to the common people. Kabuki is unique. Wooden clappers off side make the music and shouts come from the gallery. Males specialize in the female roles. Trap doors, wires, and gymnastics abound. KABUKI uses more instrumentalists than NOH or BUNRAKU but the voice still dominates the music.
1. Noh
・ was born within the feudal system and was the exclusive domain of
the upper levels of society, the oldest form of Japanese drama.
・ combined and altered the ancient court music (GAGAKU), dance
(BUGAKU),
and religious rituals.
・ most NOH themes have a strong Buddhist influence and performance
centers on the inner emotional turmoil in progress behind the masks and
stylized movements of the actors.
2. BUNRAKU & KABUKI.
・ in the 17th century, SAMURAI were transformed from "the professional
feudal warrior class into salaried civil bureaucrats and petty
functionaries
(Reischauer, 1995)." New kinds of literature, art, and drama forms
flourished
and reflected the tastes of the city merchants. "UKIYO-E or picture of
the floating world, a Buddhist term for the "transience of human life."
・ both BUNRAKU and KABUKI use black clothing to signify that a person
is not seen by the audience.
=end=