This article describes two interdisciplinary summer experiential learning courses focused on disasters in Japan, both partially funded through LIASE (Luce Initiative on Asian Studies and the Environment). The first course was titled “Seismic Japan” and was centered on earthquakes through Japan’s history culminating in the 2011 disaster. The second, “Meltdowns and Waves,” was a comparative look at the Three-Mile Island meltdown incident, the Fukushima Daiichi nuclear disaster, Hurricane Sandy, and the 2011 tsunami. Both courses provided a unique interdisciplinary learning experience for our students, one that explored the science behind earthquakes, tsunamis, and nuclear accidents as well as the impacts of these disasters on Japanese society and culture.
本文介绍了两门以日本灾害为重点的跨学科暑期体验式学习课程，这两门课程均由卢斯亚洲研究与环境倡议(LIASE)部分资助。第一门课程的题目是“地震日本”，主要讲述日本历史上的地震，最终导致2011年的灾难。第二篇题为《熔毁与海啸》(meltdown and Waves)，对比了三里岛(Three-Mile Island)核泄漏事件、福岛第一核电站(Fukushima Daiichi)核灾难、飓风桑迪(Hurricane Sandy)和2011年的海啸。这两门课程都为学生提供了独特的跨学科学习体验，探索了地震、海啸和核事故背后的科学，以及这些灾难对日本社会和文化的影响。
{"title":"Disasters in Japan: LIASE-Funded On-site Experiential Learning Courses Exploring the Science, Social Impact, and Culture of Disaster","authors":"A. Bates","doi":"10.16995/ane.302","DOIUrl":"https://doi.org/10.16995/ane.302","url":null,"abstract":"This article describes two interdisciplinary summer experiential learning courses focused on disasters in Japan, both partially funded through LIASE (Luce Initiative on Asian Studies and the Environment). The first course was titled “Seismic Japan” and was centered on earthquakes through Japan’s history culminating in the 2011 disaster. The second, “Meltdowns and Waves,” was a comparative look at the Three-Mile Island meltdown incident, the Fukushima Daiichi nuclear disaster, Hurricane Sandy, and the 2011 tsunami. Both courses provided a unique interdisciplinary learning experience for our students, one that explored the science behind earthquakes, tsunamis, and nuclear accidents as well as the impacts of these disasters on Japanese society and culture.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"44 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88780343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article draws upon my experiences from the last several years (2014–2017) of leading collaborative performing arts projects with students and faculty from US liberal arts colleges and Asian partner institutions. Herein, I describe how the performing arts, like other forms of embodied learning, can usefully function to convene students and faculty who operate in different disciplines and languages. The performing arts could be more central to and useful in education about and engagement with environmental issues by enlisting embodied learning, memory skills, transdisciplinarity, social networks, emotion, and liminal spaces of imaginative vision. The performing arts offer powerful tools for constructing international and interdisciplinary collaborations and exchanges. Applied voice study in the liberal arts context also offers help in lowering language barriers in intercultural exchanges. Included are brief descriptions of performing arts projects which helped cement collaborative relationships in past projects. An epilogue follows, describing how development of a performance can also be a form of cultural research in and of itself, using Augusto Boal’s (1985) model of ‘participatory action research.’
{"title":"Connecting Performance and Performing Connection: How the Performing Arts Can Usefully Engage an International and Interdisciplinary Cohort in Pedagogy and Research","authors":"A. Harley","doi":"10.16995/ane.310","DOIUrl":"https://doi.org/10.16995/ane.310","url":null,"abstract":"This article draws upon my experiences from the last several years (2014–2017) of leading collaborative performing arts projects with students and faculty from US liberal arts colleges and Asian partner institutions. Herein, I describe how the performing arts, like other forms of embodied learning, can usefully function to convene students and faculty who operate in different disciplines and languages. The performing arts could be more central to and useful in education about and engagement with environmental issues by enlisting embodied learning, memory skills, transdisciplinarity, social networks, emotion, and liminal spaces of imaginative vision. The performing arts offer powerful tools for constructing international and interdisciplinary collaborations and exchanges. Applied voice study in the liberal arts context also offers help in lowering language barriers in intercultural exchanges. Included are brief descriptions of performing arts projects which helped cement collaborative relationships in past projects. An epilogue follows, describing how development of a performance can also be a form of cultural research in and of itself, using Augusto Boal’s (1985) model of ‘participatory action research.’","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"49 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86085992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article considers Oberlin College’s collaboration with an environmental non-governmental organization (ENGO) in Japan, centering on projects designed to strengthen ecological literacy in the college curriculum, and in the community outreach component of a LIASE implementation grant. The NGO, Green Legacy Hiroshima, exists to “safeguard and spread worldwide the seeds and saplings of Hiroshima’s A-bomb survivor trees” (被爆樹木, hibaku jumoku in Japanese). Trees, however, tell only so much of their own stories. Oberlin’s LIASE team developed course units, community outreach initiatives, and supplementary materials in order to encourage knowledge about the social, historical, and ecological aspects of the environmental issues that trees face in wartime and the nuclear age. Curricular and community engagement distinguishes the Green Legacy Project from token tree planting.
{"title":"Greening Atomic Bomb Survivor Trees: Ecological Literacy and ENGOs as LIASE Institutional Partners","authors":"Ann Sherif","doi":"10.16995/ane.315","DOIUrl":"https://doi.org/10.16995/ane.315","url":null,"abstract":"This article considers Oberlin College’s collaboration with an environmental non-governmental organization (ENGO) in Japan, centering on projects designed to strengthen ecological literacy in the college curriculum, and in the community outreach component of a LIASE implementation grant. The NGO, Green Legacy Hiroshima, exists to “safeguard and spread worldwide the seeds and saplings of Hiroshima’s A-bomb survivor trees” (被爆樹木, hibaku jumoku in Japanese). Trees, however, tell only so much of their own stories. Oberlin’s LIASE team developed course units, community outreach initiatives, and supplementary materials in order to encourage knowledge about the social, historical, and ecological aspects of the environmental issues that trees face in wartime and the nuclear age. Curricular and community engagement distinguishes the Green Legacy Project from token tree planting.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"38 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82307953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Keynote Address, 2018 ASIANetwork Conference Contemplative education is a contemporary movement in higher education that builds upon the epistemological work of cognitive scientists in conversation with contemplative traditions of Asia, integrating critical subjectivity into the classroom. This article traces the development of this movement, identifying key innovators who are from the field of Asian Studies, and outlining the theoretical basis of first-person inquiry in learning. Sample findings of meditation science support the impact of these innovations, showing why contemplative pedagogy is beneficial for students. In addition, the author surveys pedagogies for introducing mindfulness, contemplation, and compassion practices into the curriculum in rudimentary and more complex ways, giving examples of best practices for the undergraduate professor. A bibliography of additional readings and sources is included, for further information.
{"title":"Contemplative Teaching and Learning: Opportunities for Asian Studies","authors":"J. Simmer-Brown","doi":"10.16995/ANE.291","DOIUrl":"https://doi.org/10.16995/ANE.291","url":null,"abstract":"Keynote Address, 2018 ASIANetwork Conference Contemplative education is a contemporary movement in higher education that builds upon the epistemological work of cognitive scientists in conversation with contemplative traditions of Asia, integrating critical subjectivity into the classroom. This article traces the development of this movement, identifying key innovators who are from the field of Asian Studies, and outlining the theoretical basis of first-person inquiry in learning. Sample findings of meditation science support the impact of these innovations, showing why contemplative pedagogy is beneficial for students. In addition, the author surveys pedagogies for introducing mindfulness, contemplation, and compassion practices into the curriculum in rudimentary and more complex ways, giving examples of best practices for the undergraduate professor. A bibliography of additional readings and sources is included, for further information.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"73 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76775179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jayavarman VII (ca. 1120–1218) is one of the best known Cambodian “Angkor” leaders, in part because he was able to unite the numerous small, fragmented Khmer Cambodian and Cham kingdoms of the day. He ruled his consolidated Khmer kingdom from 1181–1218, bringing the decentralized Khmer and Cham states together through political and military alliances. Religion, especially India-derived Brahmanism, or “Hinduism,” Mahāyāna Buddhism, and local Cambodian religion, was a key component of Khmer society. Over time different Khmer rulers endorsed one or more of the religious systems to their own advantage. Jayavarman VII was especially committed to Mahāyāna Buddhism, evidenced by the remarkable extent of his support for Buddhist monuments, and attested in many hundreds of Sanskrit inscriptions. This essay tells the story of Jayavarman VII, a political and military leader who used Indian religious visions and prototypes as models to build a remarkable cultural edifice.
{"title":"Medieval Khmer Society: The Life and Times of Jayavarman VII (ca. 1120–1218)","authors":"Paul K Nietupski","doi":"10.16995/ANE.280","DOIUrl":"https://doi.org/10.16995/ANE.280","url":null,"abstract":"Jayavarman VII (ca. 1120–1218) is one of the best known Cambodian “Angkor” leaders, in part because he was able to unite the numerous small, fragmented Khmer Cambodian and Cham kingdoms of the day. He ruled his consolidated Khmer kingdom from 1181–1218, bringing the decentralized Khmer and Cham states together through political and military alliances. Religion, especially India-derived Brahmanism, or “Hinduism,” Mahāyāna Buddhism, and local Cambodian religion, was a key component of Khmer society. Over time different Khmer rulers endorsed one or more of the religious systems to their own advantage. Jayavarman VII was especially committed to Mahāyāna Buddhism, evidenced by the remarkable extent of his support for Buddhist monuments, and attested in many hundreds of Sanskrit inscriptions. This essay tells the story of Jayavarman VII, a political and military leader who used Indian religious visions and prototypes as models to build a remarkable cultural edifice.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"96 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80313649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the ritual of divine possession in post-war Sri Lanka, specifically looking to how the act of divine possession involves a powerful articulation of women’s bodily agency. Drawing from historical sources such as colonial era journals, legislation, chronicles, political speeches, and news coverage, as well as my own field work, I trace how women’s bodies are often depicted as sites of the nation and are forcefully consumed, through constructions of gendered norms, forms of labor, and legislation for the continuance of that nation. I posit that divine possession engages in a (re)consumption of women’s bodies that works to counter the violence of the nation/state by making community trauma legible on the body itself.
{"title":"(In)visible Bodies: Re-Theorizing the Consumption of Bodies Through Divine Possession in Post-War Sri Lanka","authors":"Olivia Dure","doi":"10.16995/ANE.287","DOIUrl":"https://doi.org/10.16995/ANE.287","url":null,"abstract":"This paper examines the ritual of divine possession in post-war Sri Lanka, specifically looking to how the act of divine possession involves a powerful articulation of women’s bodily agency. Drawing from historical sources such as colonial era journals, legislation, chronicles, political speeches, and news coverage, as well as my own field work, I trace how women’s bodies are often depicted as sites of the nation and are forcefully consumed, through constructions of gendered norms, forms of labor, and legislation for the continuance of that nation. I posit that divine possession engages in a (re)consumption of women’s bodies that works to counter the violence of the nation/state by making community trauma legible on the body itself.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"72 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80063958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is a summary of my keynote address to the ASIANetwork Conference in April 2018.
这篇文章是我在2018年4月亚洲网络会议上的主题演讲的总结。
{"title":"Challenging Hegemony, Building Bridges: Pedagogical Tools to Mediate Campus Polarization","authors":"Bidisha Biswas","doi":"10.16995/ANE.292","DOIUrl":"https://doi.org/10.16995/ANE.292","url":null,"abstract":"This article is a summary of my keynote address to the ASIANetwork Conference in April 2018.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"29 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89978517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the contribution reception studies can make to the pedagogy of Chinese poetry. It introduces the major theoretical concepts of reception studies, and then demonstrates how those concepts can be applied in and incorporated into courses on Chinese poetry, using examples of “poetry of fields and garden” and “poems on history” drawn from the author’s own experience teaching courses in Chinese poetry in the U.S. and Canada. Finally, it provides a selected bibliography of works on reception studies, translations of Chinese poetry, and scholarship which uses reception studies to research Chinese poetry and culture. Teaching classical Chinese poetry through reception studies helps students better understand the way the significance of Chinese poetry changes over time. It also aids students to further develop their critical thinking and analytical writing skills as they work to compare the reception of certain poems or poets in different periods.
{"title":"Teaching Classical Chinese Poetry through Reception Studies","authors":"Yue Zhang","doi":"10.16995/ANE.241","DOIUrl":"https://doi.org/10.16995/ANE.241","url":null,"abstract":"This paper discusses the contribution reception studies can make to the pedagogy of Chinese poetry. It introduces the major theoretical concepts of reception studies, and then demonstrates how those concepts can be applied in and incorporated into courses on Chinese poetry, using examples of “poetry of fields and garden” and “poems on history” drawn from the author’s own experience teaching courses in Chinese poetry in the U.S. and Canada. Finally, it provides a selected bibliography of works on reception studies, translations of Chinese poetry, and scholarship which uses reception studies to research Chinese poetry and culture. Teaching classical Chinese poetry through reception studies helps students better understand the way the significance of Chinese poetry changes over time. It also aids students to further develop their critical thinking and analytical writing skills as they work to compare the reception of certain poems or poets in different periods.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"208 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80555666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At the height of the socialist era, China produced decidedly influential revolutionary subjects, generating a legacy that is a source of vibrant cultural production in the reform era. This article explains the success of the popular TV drama series Soldiers Sortie (Shibing tuji, 2007) by contextualizing its reworking of core social values through re-fashioning socialist heroic subjects. This revision conjoins the collectivism of a socialist past with the individualism of a capitalist economy in order to promote a new Chinese identity. This adaptation of Chinese personhood keeps the revolutionary spirit alive by erasing historical specificity in order to develop group and individual identity without neglecting the reality of incomplete revolution and uneven development in China.
{"title":"“Never Abandon, Never Give Up”: Soldiers Sortie as a New Red Classic of the Reform Era","authors":"Zhen Zhang","doi":"10.16995/ANE.176","DOIUrl":"https://doi.org/10.16995/ANE.176","url":null,"abstract":"At the height of the socialist era, China produced decidedly influential revolutionary subjects, generating a legacy that is a source of vibrant cultural production in the reform era. This article explains the success of the popular TV drama series Soldiers Sortie (Shibing tuji, 2007) by contextualizing its reworking of core social values through re-fashioning socialist heroic subjects. This revision conjoins the collectivism of a socialist past with the individualism of a capitalist economy in order to promote a new Chinese identity. This adaptation of Chinese personhood keeps the revolutionary spirit alive by erasing historical specificity in order to develop group and individual identity without neglecting the reality of incomplete revolution and uneven development in China.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"12 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86947419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How do we make historical documents feel alive? As a faculty member and a research librarian, we frequently encounter tension between remote archival sources and our students’ contemporary lives. By creating a web archive, we can make rare objects available to a wide audience while encouraging these audiences to look at them closely and creatively. We have collaborated on creating a digital archive of a small group of rare Chinese political posters from the Republican Era (1912–1949) in the Haverford Quaker & Special Collections. We are including students in all aspects of the process, from development to the implementation of a webpage. This article details the background of the project, the digital communication skills learned by the investigators and student researchers in constructing a webpage featuring these posters, and some plans for the continued use of these posters and the webpage as blended learning resources for the classroom.
{"title":"The Chinese Poster Project: EALC Pedagogy and Digital Media","authors":"Anna-Alexandra Fodde-Reguer, Shiamin Kwa","doi":"10.16995/ANE.271","DOIUrl":"https://doi.org/10.16995/ANE.271","url":null,"abstract":"How do we make historical documents feel alive? As a faculty member and a research librarian, we frequently encounter tension between remote archival sources and our students’ contemporary lives. By creating a web archive, we can make rare objects available to a wide audience while encouraging these audiences to look at them closely and creatively. We have collaborated on creating a digital archive of a small group of rare Chinese political posters from the Republican Era (1912–1949) in the Haverford Quaker & Special Collections. We are including students in all aspects of the process, from development to the implementation of a webpage. This article details the background of the project, the digital communication skills learned by the investigators and student researchers in constructing a webpage featuring these posters, and some plans for the continued use of these posters and the webpage as blended learning resources for the classroom.","PeriodicalId":41163,"journal":{"name":"ASIANetwork Exchange-A Journal for Asian Studies in the Liberal Arts","volume":"31 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84876301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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