Tag Archives: asian-pacific history

Rabindranath Tagore on Bigotry

“Bigotry tries to keep truth safe in its hand

With a grip that kills it.”

Rabindranath Tagore, Fireflies (1928)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Ho Chi Minh

Here is a Cultural Literacy worksheet on Ho Chi Minh. This is a full-page document with five questions, and room, with supplemental material, for quite a few more.

Ho’s importance as a world historical figure is well established, even if his biography suffers from lacunae. He is known to have used pseudonyms freely. If you’re interested in taking your students for a slightly deeper dive in Ho Chi Minh’s life and struggle for Vietnamese independence, you’ll find a reading and comprehension worksheet under that hyperlink.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

108 Stupas on the Wall

Genghis Khan’s city of Karakoram, the tented capital of Asia, was encircled by a wall that was decorated with 108 stupa-shrines. This remains a highly propitious and symbolic number in Central Asia, India, and the Far East. In India it is the emergency phone number, while in Japan the temples ring out the old year with a toll of 108 bell strikes, one for each of the 108 lies, 108 temptations or 108 sins resisted. The number can be satisfactorily resolved into three groups of thirty-six, a third dealing with the past, a third with the present, and a third with the future.

Rosaries and belts with 108 beads are also most commonly worn and counted by Hindu, Zen, and Buddhist monks and priests. For, linked with the list of 108 earthly moral temptations, each and every Hindu deity has 108 distinct names, titles, and epithets (they seem to derive from the 54 letters of the Sanskrit alphabet which, when recited in both their masculine and feminine forms, produces 108).

But the most beloved piece of symbolism behind the attraction of 108 seems to be in the order and shape of the numbers themselves. In Eastern philosophy, the 1 stands for the essential unity of creation; 0 for the nothingness of our future existence; and the 8 means everything; so, together, the create a chant of ‘one-emptiness-infinite.’”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Cultural Literacy: Afghanistan

Here is a Cultural Literacy worksheet on Afghanistan. This is a full-page document with with fifteen questions, which befits a topic as complicated and omnipresent as Afghanistan. Of course, this is a Microsoft Word document, like almost everything on Mark’s Text Terminal, so you can bend it to your needs, reformat it, or leave it as is.

The United States has technically been at war there since 2001, making it this nation’s longest-running conflict. Two weeks ago, on May 9, 2021, a girl’s school was bombed in Kabul killed upwards of 90 students–all girls and young women. No group has claimed responsibility, but it’s a safe bet that the Taliban, the group the United States sought to extirpate from Afghanistan, is culpable in the tragedy. In any case, if you need any insight into the attitude of Muslim fundamentalists toward the education of women, you might try Malala Yousafzai’s autobiography, I Am Malala. On September 11 of this year, United States forces will leave Afghanistan after nearly twenty years there. This has provoked justifiable anxiety on the part of United States policy makers and Afghans themselves.

So in other words, a bundle of current history to unpack here.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Atman

“Atman: (Sans, ‘vital breath; self; soul’) In Hinduism, the internal essence of the single individual. From the Upanishads onward, it is implicitly identified with Brahman, the all-pervasive world spirit. Recognition of the union of atman and brahman through a variety of behaviors is the central element in achieving moksha, the release from the cycle of birth and rebirth.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: The Buddha

Here is a Cultural Literacy worksheet on the Buddha; this is a half-page document I’ve used as a do-now to get lessons started–particularly lessons on the civilization and culture of India.

I don’t think most people realize that Siddartha Gautama, the Buddha, was born into an Indian aristocratic clan, the Shakya, and arrived at his compassionate philosophy (Buddhism really isn’t a religion) by self-abnegation, voluntary poverty, prayer, and meditation. One gets a sense of this, as I recall (it’s over forty years since I read it), in Siddartha, the classic 1922 novel by Herman Hesse–and a high school literary staple, if memory serves. Anyway, this short document (two questions) serves as a very basic introduction to this relatively complex topic.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Ibn Battuta on Routing Your Trip

“Never travel any road a second time.”

Ibn Battutah, Travels in Asia and Africa (translation by H.A.R. Gibb)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

The Weekly Text, May 21, 2021, Asian Pacific American Heritage Month Week III: A Reading and Comprehension Worksheet on Zhang Heng

This week’s Text, in the ongoing observation of Asian Pacific American Heritage Month 2021, is a reading on Chinese astronomer, poet, and mathematician Zhang Heng and its accompanying vocabulary-building and comprehension worksheet.

This is a one-page reading that in spite of its brevity does a serviceable job of introducing Zhang Heng, a fascinating polymath who worked in the service of Emperor An of the Han Dynasty. Among Zhang Heng’s many accomplishments is his his invention of the world’s first seismoscope. A seismoscope records the motion of the earth’s shaking, but does not retain a time record of those shakings, like a seismometer does. I could go on at some length about Zhang Heng, but would rather, this morning get out for a hike before it gets too warm.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Chinese Literature

“Chinese Literature: The earliest examples of Chinese writing are found etched on bone of cast in Bronze and are over three thousand years old. These short inscriptions, used in divination or in commemoration of important events, demonstrate the unique qualities of the Chinese language and writing system even at this early date. The ancient symbols, which grew out of pictures and visual metaphors, are independent of the sound of the word they represent and are in most cases the same as in modern Chinese once allowances are made for certain changes in their shape. These old inscriptions, however, are of more interest as examples of paleography than as literature.

The first anthology of Chinese poetry, the Book of Songs (Shih ching, 8th to 6th centuries BC), appeared during the Chou dynasty (1027-BC-256 BC). Another anthology, the Songs of Ch’u (Ch’u’tz’u. 4th to 3rd century BC), originated on the southern edges of the Chinese cultural area; its impassioned tone contrasts sharply with the restraint of the earlier Songs and has had an abiding influence on later writing. Two features of this and all Chinese verse are the use of rhyme and a metrical system based on syllable count. The latter half of the Chou dynasty was a period of social change and military conflict, an uncertain environment that seems to have stimulated a great period of philosophical thought. Confucius and Mencius (372-289 BC) stressed a conservative political and moral theory whose ethical and didactic views dominated literary thinking until modern times. The Taoists Lao Tzu and Chuang Tzu, with their skepticism about government and their concept of the relativism of moral values, seem to contradict the Confucian vision. In the manner of Chinese eclecticism, though, these views came to be seen as complementary aspects of a whole philosophy of living. The Ch’in dynasty (221 BC-206 BC) unified China and attempted to suppress all philosophies except that of the Legalist School, but the brief rule of the dynast allowed many destroyed texts to be reconstructed. During the Han dynasty (206 BC-AD 220) the writing of history became one of the principal responsibilities of government. Ssu-ma Ch’ien’s (145? BC-90? BC) monumental history, the Records of the Historian (Shih chi), not only set the pattern for subsequent official histories but also established many of the conventions used by later writers of fiction. After the Han dynasty, the period of interregnum known as the Six Dynasties (222-589) was another time of constant warfare and great historical changes, of the spread and domestication of Buddhism and of literary theorizing and criticism, which began to show some independence from Confucian ideas.

By the time of the T’ang dynasty (618-907) the new surge of cultural and political accomplishments had been well prepared by the previous age. The T’ang was the golden age of poetry, with such figures as Wang Wei, Li Po, Tu Fu, and Po Chu-i. It is also the era in which the writing of fiction became well established. Ch’an Buddhism, a native Chinese sect with many concepts similar to Taoism, had great influence on literature. After the persecutions of 845, however, the Buddhist faith never again played an important role in politics. Poetry reached its peak during the T’ang, and, although poets continued to write in the old forms, creative energy flowed mostly to the new musical genres of the Sung (960-1280) and Yuan dynasties (1280-1368). There are some examples of fiction and dramatic entertainment which date to the T’ang, but the real growth of these forms followed the establishment of large urban centers and the spread of literacy to the merchant classes of the Sung and Yuan periods. The purely written literary language of the scholar-official class was not suitable for these new types of writing. Instead, the spoken colloquial language of the times became the medium for stories, novels, and plays. This literature was read by all levels of society but never had the sanction of Confucian orthodoxy. Colloquial fiction was thus not a completely respectable field of activity or study until the 20th century. Still, many great novels were written, among the most famous being Romance of the Three Kingdoms, Journey to the West, The Plum in the Golden Vase, and Dream of the Red Chamber. The Ch’ing dynasty (1644-1911) also saw great activity in literary and philological scholarship and in the making of encyclopedias and compendia of all sorts. Since the literary revolution of the early 1920s, there has been considerable ferment and controversy in literature. Writers turned their back on tradition and set out to create a new literature based on Western modes and on the use of the spoken vernacular. The short story and essay are of particularly high quality. The names of Lu Hsun, Pa Chin, and Lao She, Mao Tun and Ting Ling acquired some renown in the Western world. Following the establishment of the People’s Republic of China in 1949, literature was harnessed in the service of the Communist Party, and became heavily moralistic and didactic. Following the cataclysmic events of the Cultural Revolution, Chinese writers such as Chang Hsien-Liang turned inwards in search of a subjectivity and sense of self, exploring the often painful issues that had so long been denied.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Manchu Dynasty

Here is a Cultural Literacy worksheet on the Manchu Dynasty, also known as the Qing Dynasty. This is a half-page worksheet with three questions. In other words, it is only a general introduction to the subject of this last imperial dynasty of China.

The Manchu Dynasty is a complicated topic–worthy of a great deal more than a short reading and three questions. It ruled china for almost three hundred years (established in 1636, the dynasty ruled from 1644 to 1912, with a brief restoration in 1917) created the fourth largest empire in world history, and immediately preceded the Republic of China. In other words, the Manchus ruled China in the modern period, and left its stamp on the nation in terms of territoriality. It also, in its decline, suffered the humiliations of the Opium Wars and the indignity of the “unequal treaties” imposed by the British.

So, again, this Manchu Dynasty and its decline in the nineteenth century, presents an opportunity for a case study of Western colonialism and its discontents.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.