SPRING 2008 "JAPANESE CULTURE" 3 units (45 contact hours) @SJSU, Email  Dr. Shimazu
 

Monday:  A brief introduction, Focus Points & Objectives (10 min), Video (30 min), and discussion (Qs & As).

Wednesday:  A Quiz and/or lecture and discussion (40-50 min), or student presentations.

ACADEMIC SCHEDULE

Wed. 1/23 . .. . ORIENTATION & INTRODUCTION.

READ: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 5-6). Belknap Harvard.

Mon. 1/28 . . . . General characteristics and aspects of Japanese culture.  OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.).  READ: 腹芸HARAGEI handout.   (►FRIENDLY REMINDER:  will be included in the first quiz.)

READ:  pp3-12 Prologue in Kerr. (►FRIENDLY REMINDER: These pages will appear in the quiz...)
Click on Dogs & Demons  and read the reviews.

When reading Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 5-6). Belknap Harvard
focus on the Loyalty, Confucian system, and Zen  section.

Wed. 1/30  . . . General characteristics and aspects of Japanese culture (Cont'd). Do's & Dont's in Japan.  OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.  READ: Barnlund's CULTURAL GRAMMAR and Do's & Dont's in Japan --online--.

Mon. 2/4. . . . . Video tape #1:  NOH, BUNRAKU, & KABUKI, class discussion.  TODAY'S HANDOUT IS ALSO  AVAILABLE AT THE BOTTOM OF THIS PAGE.  YOU WILL NEED IT BECAUSE  IT'S CONTENT WILL APPEAR ON THE QUIZ.
More info...   http://en.wikipedia.org/wiki/Kabuki,   http://www.pasar5.com/NOH_MASK,   http://www.iijnet.or.jp/NOH-KYOGEN/english/english.html, http://inic.utexas.edu/asnic/countries/japan/kabuki.html, http://en.wikipedia.org/wiki/Bunraku
Watch the Suggested Video Clips: (very bottom of this page)

Wed. 2/6 . .    .More Do's & Dont's <<< ENJOY READING THIS AND SHARE the information with classmates.   ****FOOD FOR THOUGHTS*   ★ ★ Additional Reading #1:  The relations of guilt...  by G. DeVos (If you want this article,  ask Instructor).  General characteristics and aspects of Japanese culture (Cont'd). Do's & Dont's in Japan.  OVERVIEW / Lecture (Refs: Morsbach, 1976; Pascale,1982; et al.  READ: Barnlund's CULTURAL GRAMMAR and Do's & Dont's in Japan --online--.

Mon. 2/11... Video tape #2:  The Japanese Businessman: The Fighting Spirit Within the Group Ethic, and class discussion.
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 30-34). Belknap Harvard.
   http://web-jpn.org/trends/business/index.html
Watch the Suggested Video Clips (below):
http://www.youtube.com/watch?v=6Wkq95vJHC8
http://www.youtube.com/watch?v=wgl_Q8wCLO0

Wed. 2/13. . . .  QUIZ #1.  Quiz items will come from the class lectures, handouts, Barnlund & Do's and Dont's,  and  HARAGEI.
イタサカゲン著 日本人の論理構造--phenomenalism: Abandonment of thinking, logic, or personal judgment.
 JAPAN'S TOPOGRAPHY, CLIMATE, NATIONAL SYMBOLS, ANNUAL EVENTS (p. -17).... (Ref: Japan at a Glance <<< BRING THE BOOK),
class discussion. http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm < << Visit this website: Japan's ANNUAL EVENTS.  http://web-jpn.org/factsheet/events/index.html
2008Holidays: http://tanutech.com/japan/jholi2008.html#Japanese%20Holidays%2008

READ: Dogs & Demons: pp3-50 Prologue and Chapter 1 (The Land: The Construction State) in Kerr. 
FRIENDLY REMINDER: Those pages will appear in the upcoming quiz.

Mon. 2/18. . . .  Video tape #3: The Japanese Family: Undergoing Significant Changes, and class discussion.
Assignment DUE Mon. 2/18/08: Summarize Japanese family   http://en.wikipedia.org/wiki/Japanese family in 8-9 sentences and submit in class. 

  http://afe.easia.columbia.edu/at_japan_soc

Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard.
http://web-jpn.org/trends01/society/index.html
☼ THE CONSTITUTION OF JAPAN: http://list.room.ne.jp/~lawtext/1946C-English.html  < FYI

Wed.  2/20..... QUIZ#2  ►ALL STUDENTS MUST BRING IN THE TEXTBOOK ► Dogs & Demons, pp3-50. Prologue and Chapter 1  (The Land: The Construction State)   NATIONAL SYMBOLS, ANNUAL EVENTS,   (-p19, Japan at a Glance  <<<BRING THE BOOK ), class discussion.  http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm<<< Visit this website: Japan's ANNUAL EVENTS.  http://web-japan.org

Mon. 2/25 ...Video tape #4: The Taste of Japan: A Tradition of Hospitality, and class discussion.
http://www.japan-guide.com/e/e620.html
http://www.amphi.com/~psteffen/fmf/basicfood.html
http://japaneseguesthouses.com/about/ryokan/kaiseki.htm
http://www2r.biglobe.ne.jp/~makoto-h/kaiseki.html
Suggested Video Clips
http://youtube.com/watch?v=9O57gFzrS_g (08:00)  << How to eat at a Sushi Bar, click
http://www.youtube.com/watch?v=mbJJaBELQR0 (08:52)  << Kaikseki
http://www.youtube.com/watch?v=ualNSdsa3x4   (03/25)  < Wagashi

READ: Dogs & Demons: pp51-131 in Kerr (2  Environment, 3  The Bubble,  & 4  Information).  FRIENDLY REMINDER: Those pages will appear in the next quiz.

Wed. 2/27 . . .   New Year's Decorations: shimekazari, kadomatsu, kagamimochi, osechi ryori,  Zoni, Hatsumode,  Nengajo, Nanakusagayu, Kagamibiraki, (pp20-22, Japan at a Glance  <<<BRING THE BOOK ), class discussion.  http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm<<< Visit this website: Japan's ANNUAL EVENTS.
http://web-japan.org 

✿ FOREIGN LANGUAGE WEEK VIDEO SHOWS
Mon. 3/3. . . . Substituting Video #5 with the following "Japanese Technology" video clips:
http://youtube.com/watch?v=N9VEcx0mPeM&mode=related&search=  (2:59)
http://youtube.com/watch?v=3KFO1rTAtpQ&mode=related&search=    (1:01)  Polish
http://youtube.com/watch?v=a-JObGi0huI&mode=related&search=   (3:30) 2006HondaHybrid
http://youtube.com/watch?v=B601aMfBirw&mode=related&search=   (1:35)
http://youtube.com/watch?v=hc3pcDM_JV0&mode=related&search=  (4:00)  2006HondaHybrid iPodOnBoard
http://youtube.com/watch?v=wR9N_o5yTUw&mode=related&search=   (6:08) UK
http://youtube.com/watch?v=VSP46lWvxJ4&feature=related   (2:32)
http://www.youtube.com/watch?v=uRfZGNXoSxk&feature=related    (2:00)
http://www.youtube.com/watch?v=EdRjNe4BqbI  (9:20)
http://video.google.com/videoplay?docid=-3749463094712994381  (5:10)

http://www.youtube.com/watch?v=-g6MIFWNOzA  (5:53)
http://www.youtube.com/watch?v=D9JCW-YtaqQ&mode=related&search=    (1:58) cat
 http://video.google.com/videoplay?docid=-6890980308166776761&q=japanese+technology&hl=en  (0:25) a joke
http://www.youtube.com/watch?v=tXUnlcLJzLM  (8:44)
http://www.youtube.com/watch?v=AWoxXRBQ01w  (05:53)  electric car

http://web-jpn.org/webjapan/search/Science_And_Technology_Technology_00.html
http://web-jpn.org/webjapan/search/Science_And_Technology_Robots_00.html

 

 

http://web-jpn.org/trends/science/index.html << a lot of interesting short articles.

••► What is March 3?
http://japanese.about.com/library/weekly/aa022501b.htm
http://japan.chez-alice.fr/Culture/Japan/Hinamatsuri.htm
Enjoy the Japanese music for March 3.  ♫♪♪♫♪♪  ♀♀
http://www.mahoroba.ne.jp/%7Egonbe007/hog/shouka/ohinasama.html
http://www.mahoroba.ne.jp/%7Egonbe007/hog/shouka/ohinamatsuri.html
http://www.mahoroba.ne.jp/%7Egonbe007/hog/shouka/hinamatsuri.html

FINISH READING:  2  Environment,  3  The Bubble,  &  4  Information (pp51-131),  Kerr's Dogs & Demons,  for the upcoming quiz.

★★ Additional Reading #2: Aspects of nonverbal communication...... by H. Morsbach handout (Ask Instructor if you want this article).
Reading this article will help you better score on quizzes and midterm ☺

Wed. 3/5 . . . . Quiz: pp51-131 in Kerr (2  Environment, 3  The Bubble,  & 4  Information).
ANNUAL EVENTS:  Fukuwarai, Setsubun, Doll Festival,  Higan,  Hanami, (pp23-25,  Japan at a Glance), and class discussion.  http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm<<< Visit this website: Japan's ANNUAL EVENTS.

READ: pp132 -217  in Kerr (5  Bureaucracy,  6  Monuments,  7  Old Cities,  &  8  New Cities).

Mon. 3/10 . . . . . . Video tape #6: Japanese Society: In Tokyo and in the Country, class discussion.
http://web-japan.org/factsheet  <<< Enjoy reading articles under SOCIETY !
http://web-jpn.org/webjapan/search/Society_Education_And_Academia_00.html
http://web-jpn.org/webjapan/search/Society_Lifestyle_00.html

Suggested Video Clips
http://www.youtube.com/watch?v=aQ9B7d6qSyY
http://www.youtube.com/watch?v=Qhi-0oNZsvc

Wed. 3/12 . . . Lecture on ANNUAL EVENTS: Children's Day, Tanabata, Chugen,  Bon Festival  (pp26-30,  Japan at a Glance), and class discussion. http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm<<< Visit this website: Japan's ANNUAL EVENTS.

 THE CONTENT OF THE LECTURE MAY APPEAR IN THE UPCOMING MIDTERM.

CONTINUE READING: pp132 -217  in Kerr (5  Bureaucracy,  6  Monuments,  7  Old Cities,  &  8  New Cities).

Mon. 3/17 . . . Video tape #7: Customs and Manners in Japan: The Fabric of Japanese Society, class discussion. Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 12-15, Chapter 38). Belknap Harvard.
AT THE END OF THE CLASS  THERE might BE A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.  
  Revisit http://www.geocities.com/japanfaq/FAQ-Manners.html
FYI: http://gojapan.about.com/cs/traditioncustom

FINISH READING: pp132 -217  in Kerr (5  Bureaucracy,  6  Monuments,  7  Old Cities,  &  8  New Cities).

Assignment DUE: Wed. 3/19/08: Summarize ★TEA CEREMONY in 8-9 sentences and submit.
tea ceremony  Tea (utensils)  << best viewed w/ Firefox

Wed. 3/19. . . Quiz: pp132 -217  in Kerr (5  Bureaucracy,  6  Monuments,  7  Old Cities,  &  8  New Cities).

★★★ Additional Reading #3: How to negotiate in Japan ... by H. Van Zandt  handout/summary (Ask Instructor if you want the original article).  Share your thoughts on or reaction to those articles with the instructor or with classmates ON OUR  eBulletinBoard.

Lecture on  Tsuki, 753, Joya No Kane, ... (Ref: Japan at a Glance, pp28-31).
http://www.zen-shop.net/top-info.html   http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm  << Visit this website: Japan's ANNUAL EVENTS.

http://web-japan.org/kidsweb/virtual/index.html

☺ (SPRING BREAK)
Time to relax and catch up on your reading!  Go over the previous articles. Many of them are great sources of information...
READ DeMente, B. (1987). Japanese etiquette & ethics in business. Lincolnwood, IL: NTC,  this will appear in the upcoming MIDTERM EXAM.  PRINT OUT THESE PAGES AND  BRING THE QUESTIONS TO CLASS FOR CLARIFICATION.  WE MAY GO OVER THEM IN CLASS.

Wed. 4/2. . .  . . Video tape #8: The Japanese and Nature: Friend or Foe, class discussion.
AT THE END OF THE CLASS  THERE might BE A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.
  Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard.

 READ DeMente, B. (1987). Japanese etiquette & ethics in business. Lincolnwood, IL: NTC,  this will appear in the upcoming MIDTERM EXAM.  PRINT OUT THESE PAGES AND BRING YOUR QUESTIONS TO CLASS FOR CLARIFICATION.  WE MAY GO OVER THEM IN CLASS.
★★★ Additional Reading #3: How to negotiate in Japan ... by H. Van Zandt handout/summary--2nd half.  (Ask Instructor if you want the original article).
 Share your thoughts on or reaction to those articles with the instructor or with classmates ON OUR eBulletinBoard.

READ: pp218-385  in Kerr (9  Demons,  10  Manga and Massive,  11 National Wealth,  12  Education,  13  After School...,  14  Internationalization,  To Change or Not to...) for the upcoming quiz.

Wed. 4/9 . . . Video tape #9: Japan's Corporate System: The Role of the Entrepreneur, class discussion.
AT THE END OF THE CLASS  THERE might BE A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 30-34). Belknap Harvard; 
http://www.jinjapan.org/business/over/now_1.html


Mon. 4/14 ........ MIDTERM EXAM:   Contents come from handouts on Videos #1-8,  DeMente, B. (1987). Japanese etiquette & ethics in business, and class lectures.

 Lecture on - men's Kimono,  FAMILY CRESTS,  KIMONO AS PART OF WORK,  PEOPLE WHO WEAR KIMONO AS PART OF WORK--Maiko, Kannushi, Soryo, Rikishi, Rakugoka, Nakai,    Ref: Japan at a Glance, pp36-37).

Wed. 4/16 . . . Video tape #10: Annual Festivals and Ceremonies: Beliefs in Daily Life, class discussion. 
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 19). Belknap Harvard.  REVISIT http://japan.chez.tiscali.fr/Culture/Japan/Japanese-holidays.htm,   http://japan.chez.tiscali.fr/Culture/Japan/Japanese-festivals.htm
AT THE END OF THE CLASS, A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.

Suggested Video Clips
http://www.youtube.com/watch?v=I0EhVhsDsNs&feature=related
http://www.youtube.com/watch?v=mmldV77oJcI

Mon. 4/21..... CLASS CANCELED due to the Provost's Award ceremony, MLKing Lib. Rm 225/229; Thanks for your understanding.

CONTINUE READING: pp 218-385  in Kerr (9  Demons,  10  Manga and Massive,  11 National Wealth,  12  Education,  13  After School...,  14  Internationalization,  To Change or Not to...) for the upcoming quiz.

Wed. 4/23. . . .  Lecture on DIET... variety of rice dishes, MISO soup, seasoning, TRADITIONAL FAVORITES Wakame, konnyaku, Chikuwa, Oden,  seasoning, TSUKEMONO, ... <<<Friendly Reminder: This will appear on the final exam.  (Ref: Japan at a Glance, pp38-43).

http://www.amphi.com/~psteffen/fmf/basicfood.html
  http://japaneseguesthouses.com/about/ryokan/kaiseki.htm
   http://www2r.biglobe.ne.jp/~makoto-h/kaiseki.html

SUNDAY,  4/27 . . . . 日系祭 NIKKEI MATSURI in SJ (Japantown at 5th & Jackson Street): Live entertainment, Handcrafted Japanese arts & craft, Taiko drums, Bonsai, Martial arts, Japanese classical dance, , etc.  <<<< If you attend and receive a signature from the presenter or presentation reprentatives, I will give you extra credit.

Mon. 4/28 . .  . Video tape #11: Education in Japan: Children and Their Dreams, class discussion.  http://web-japan.org/factsheet/   There might be A SHORT POP QUIZ ON THE BASIS OF THE DAY'S VIDEO AND LECTURE.   http://www.ericdigests.org/2002-2/japanese.htm
Suggested Reading: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapter 18). Belknap Harvard.

Handouts: 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.

Suggested Video Clips
http://www.youtube.com/watch?v=_si2At7lLeg   (07:40)
http://www.youtube.com/watch?v=1J8gYFuQG6c  (04:28)

FINISH READING: pp 218-385  in Kerr (9  Demons,  10  Manga and Massive,  11 National Wealth,  12  Education,  13  After School...,  14  Internationalization,  To Change or Not to...).  THE CONTENT OF THESE PAGES WILL APPEAR IN THE UPCOMING QUIZ.  THIS QUIZ MAY REPLACE YOUR VIDEO REVIEW REPORT, but the video report will NOT replace the quiz (re: the COURSE REQUIREMENT).

Wed. 4/30. . . . .   Quiz: pp218-385  in Kerr (9  Demons,  10  Manga and Massive,  11 National Wealth,  12  Education,  13  After School...,  14  Internationalization,  To Change or Not to...).

Janice Nakao's presentation: Judo; history, origins:  Famous Judo-ka (Judo player),  Judo today...
Suggested Video Clips
http://www.youtube.com/watch?v=uPLCHw9QeAA  (03:32)
http://www.youtube.com/watch?v=pFM-xRKbSec
http://www.youtube.com/watch?v=BVE82gH-v-g  (09:50)

Suggested Video Clips
http://www.youtube.com/watch?v=Qhi-0oNZsvc  (12:07)

http://web-japan.org/factsheet, http://www.solon.org/Constitutions/Japan/English/english-Constitution.html#CHAPTER_II
Recommended Reading: Belknap Harvard; Fujimura-Fanselow, K., & Kameda, A. (1995).  Japanese Women: New Feminist Perspectives on the Past, Present, and Future. New York: The Feminist Press.

Wed. 5/7 ..... Andrew Heil's presentation:   "What's SUMO?"  World-wide SUMO: ?influence on SUMO,  and the origin of SUMO.
AJ Espejo's presentation:  Japan's answer to YouTube: Nichonicodouga (online vide sharing service).

Mon. 5/12. .  . .  LAST DAY OF CLASS. . . . Video tape #13:  The JET Program "Teaching English in Japan." 
READ: "Teaching English in Japan"     http://members.aol.com/sokogakuen/going.to.japan.html
Advice for ESL/EFL Teachers of Japanese Students by Shimazu. TESOL Journal, 1992.

Lecture on SASHIMI, SUSHI, TEMPURA, NABEMONO, noodles, chopsticks, Sushi restaurants, http://www.japan-guide.com/e/e620.html RYOTEI, YAKITORIYA, OKONOMIYAKIYA, YATAI, KANMIDOKORO, MATCHA, <<<Friendly Reminder: Will probably appear on the final exam.  (Ref: Japan at a Glance, pp44-55). ......on HOUSING, kinds of residences, housing complexes, GENKAN, Japanese rooms, .......OSHIIRE, KAMIDANA, BUTSUDAN, Japanese toilets and baths, ♨ SENTO <<<Friendly Reminder: May appear on the final exam.  (Ref: Japan at a Glance, pp56-65).  

 
Lecture on "Characterization by a Value or Value Complex" by R. Krathwohl, 1964,  Affective Domain, if time permits.

Tuesday, 5/20/08. . .  FINAL EXAM  9:45-12:00noon
CONTENT:  Videos #1- #13,  Japan at a glance pp1-75,  handouts Japanese Culture and Behavior, etc.

= End of ACADEMIC SCHEDULE =
 
 

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.

 

.................................................................................................................................................                       ..

MESSAGE BOARD  from the J102 instructor       POST YOUR MESSAGE ON OUR  eBulletinBoard ☻ACADEMIC SCHEDULE is subject to change without notice.  Check this page every day! Do your video review in a timely manner; you must enter the video's SHOW DATE on the front cover of your paper. ☼ ✿ Remember: You may replace 1 missed quiz or the video review with a presentaiton. ☺Do not rush through life, pause and enjoy Japanese music. http://www.mahoroba.ne.jp/~gonbe007/hog/shouka/00_songs.html ♫♪ ♪ ☻No drinks (except bottled water), no food, no chewing gum, and no cell phones 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? http://www.usatoday.com/news/health/2005-01-03-secondhand-smoke_x.htm http://www.jointogether.org/news/research/summaries/2005/childrens-lower-test-scores.html Smoking can kill you. Quitting smoking isn't easy.  グ グって。   If you miss a class, you hurt yourself :(( In your presentations you may use the information available in our recommendated books or the articles given. http://www.japan-guide.com/e/e2062.html  <<< More Sources for reading. Extra VIDEOS (FOOD FOR THOUGHTS, Bill Moyers @NCMR 2007): http://www.youtube.com/watch?v=kLK-rK3rfW8&mode=related&search=   (30min) http://www.youtube.com/watch?v=YaK3tSVu68k  (30min)

. j102-procedures08sp.html. SJSU

Below  . . . . . Most Recent Video . . . . .   VVVVVVVVVVVVV

show date 5/12/08--DAY 28

Video #13 (The JET Program)

EXPECTED OUTCOME
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),
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.

Suggested Reading:
Friedman, T. (2006).   Available @ amazon.com.

ADDITIONAL OBJECTIVE
develop and maintain good health habits (Characterization by a Value or Value Complex--Krathwohl, 1964 Affective Domain)--no smoking.
 

show date 5/5/08--DAY 26

*FOCUS POINTS

Video #12 (Working Women)

EXPECTED OUTCOME
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 (the number of women in the work force increased by 4.1 million, or 35% over the past decade, 1986, Foreign Press Center),
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 =

show date 4/28/08--DAY 24

*FOCUS POINTS

Video #11 (Education in Japan)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
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=

show date 4/16/08--DAY 22

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
Upon completion of today's class, you should be able to:
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.

show date 4/9/08--DAY 20

 FOCUS POINTS

Video #9 (Japan's Corporate System)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
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)

show date 4/2/08--DAY 18

FOCUS POINTS

In watching Video #8 (The Japanese and Nature)

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
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.

In watching video #7 (Customs & Manners in Japan).

EXPECTED OUTCOME
Upon completion of today's class, you should be able to:
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.

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, you should be able to:
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 (Japan had the highest ratio of newspaper circulation to population in the world--.57 copies per person, 1985),
know that Japanese people watch TV a lot (weekday 3 hours & weekend 4 hours),
know that regular commercial scheduling included 17% news and 12% educational programming (1987),
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 (4% by plane).

show date 3/3/08   (FOREIGN LANGUAGE WEEK)

* FOCUS POINTS - Day 12

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
Upon completion of today's class, you should be able to:
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. iPhone, iPod, flashdrives, gps, etc.) that did not exist 10 years ago.

Appreciate the Akihabara (high-tech) district in Tokyo when you visit Japan.

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.

Vitamin C (water soluble) & Vitamin E (fat soluble),   DMAE(Dimethyl Amino Ethanol), Alpha Lipoic Acid

show date 2/18/08

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."

Suggested Readings: Reischauer, E. , & Jansen, M. B. (1995). The Japanese Today (Chapters 1-3). Belknap Harvard.
 

show date 2/11/08
* 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,
understand 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"

Suggested Reading:
Reischauer, E. & Jansen, M. B. (1995). The Japanese Today (pp. 295-342).

Suggested Video Clips:
http://www.youtube.com/watch?v=6Wkq95vJHC8
http://www.youtube.com/watch?v=wgl_Q8wCLO0

show date 2/4/08

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:

appreciate 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.

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.

understand
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.

Suggested Video Clips:
http://www.youtube.com/watch?v=BkMgqVEhHV8
http://www.youtube.com/watch?v=-jd9XJeb-PY
http://www.youtube.com/watch?v=vJT3hI-NeGs
http://www.youtube.com/watch?v=Q6O7KFCCEdU&feature=related

http://www.youtube.com/watch?v=dCK7gmE4szM&feature=related   (16:01)

= end of Video #1, DAY 6=