In early Chinese thought, heaven was considered "round" and earth "square." Westerners from St. Anselm to Kant taught that round and square are opposites. I will explore the connections between east and west (round and square) in a blog that takes seriously the little details of our lives. Round and square; east and west—never the twain shall meet (it has been said). Except when they do, and that is the whole point of this blog.
From Round to Square (and back)
For The Emperor's Teacher, scroll down (↓) to "Topics." It's the management book that will rock the world (and break the vase, as you will see). Click or paste the following link for a recent profile of the project: http://magazine.beloit.edu/?story_id=240813&issue_id=240610
A new post appears every day at 12:05* (CDT). There's more, though. Take a look at the right-hand side of the page for over four years of material (2,000 posts and growing) from Seinfeld and country music to every single day of the Chinese lunar calendar...translated. Look here ↓ and explore a little. It will take you all the way down the page...from round to square (and back again). *Occasionally I will leave a long post up for thirty-six hours, and post a shorter entry at noon the next day.
Monday, October 16, 2017
Rice and Japanese Culture Midterm Assignment (Autumn 2017)
Read Rice as Self and watch the Seven Samurai (this will be shown in class on November 7 and 9). Write an
essay of at least 3,000 words (about ten pages) commenting upon some of the
many themes found in these very different “documents” and showing their
connections to the materials we have studied up to this point in the course. The essay is due by 5:00 p.m. on Sunday, November 12.
what I said in class about this assignment being
a “pivot” experience. In that way, it is the most important assignment
entire course. Your source letter was meant to get you thinking on new
about primary and secondary sources, and to help you review the material
your various readings during the first five weeks. The rest of the term,
already know (since we are well on our way) will be spent engaging a number of significant secondary
that have shaped Japanese studies during the last
bulk of the four-hundred years. Later, you will write a "final" paper
that asks you to put it all together—primary and secondary
materials, as well as the various historiographical and ethnographic(al)
arguments that have been employed over the centuries.
That makes this assignment central to your task. It is as
though you are looking back at the first seven weeks of study, processing and
reprocessing the material, and then pivoting to engagement with the film and
the book…with an eye to preparing yourself for the second half of the course.
In short, although this assignment asks you to write a review essay about Rice as Self
and the Seven Samurai, you will be using all that you have learned as a
backdrop for your work. To the extent that you really make the first half of
the course your foundation for this assignment, you will prepare yourself
beautifully for what is yet to come.
A good way to approach the assignment is to write a
“review essay.” You have already read
several essays in the New York Review of Books, and have seen a number of
authorial strategies being employed. In other words, you have a few models
(highly and moderately successful) in front of you. The basic idea for your own
assignment is as follows. A good review essay has a two-pronged approach. It
is, on the one hand, a “review” of the book (Rice as Self) and the film (the
Seven Samurai). Imagine that your ten-page essay contains an “embedded set of
reviews of each of these, totaling about four pages—maybe five. In the “rest” of the essay you
should show how the themes in the book and the film that can be seen in the
wider perspective of Japanese history.
In other words, what do the sources in Varley and Lu
have to do with what you have encountered in Rice as Self and the Seven Samurai? How about the secondary sources we have read during the last four weeks?
What are some of the wider East Asian themes that might contribute to an
understanding of Japan's identification with rice? Write about it.
This assignment asks you to engage the text (and film) at
hand, and to review all of the work you have done thus far in the course. It
does not require you to do “research,” and substantial outside work will almost
certainly be counter-productive. For example, spending two or three pages on
the casting and shooting of the Seven Samurai would be far less relevant than
spending those pages examining how themes of rice and community weave their
way(s) through the book and the movie. Background
information is occasionally useful (and you may have some from previous reading
or coursework), but do not make the mistake of providing so much “background”
that you don’t deal fully with the assignment itself.
out some of the
themes and take notes to make sure you have dealt with the full range of
possibilities in the materials. Your skills in spotting themes in the Lu source readings will pay off a great deal in this assignment, as
will the general historical and cultural knowledge you have gained from
other sources and from class sessions. You have all of Week 11 (the week
break) to pursue this project, and you should use it to review all of
readings and class discussions (not to mention themes) that we have
thus far in the semester.
This assignment is meant to tie together much of the work
you have done this semester. Just as you must do on weekly quizzes, be
use the full range of your “sources” in your interpretations. Strive to
"master" the Japanese sources from Lu's reader, and then to integrate
broader understandings from the Chinese and Korean materials we have
encountered in the Great Courses lectures.
 Don’t forget that I will be evaluating this assignment
with the assumption that you are trying to explain these matters to
“intelligent non-specialists" (exactly the way that New York Review writers must. That
means that I do not want you to “skip” those portions that you know I know. I
want you to explain them. I want you to be the expert who is explaining these
matters to someone who does not know much about Japan, but is certainly able to
follow a complex argument. Imagine, for example, that you are writing for your
FYI professor, with moi looking over her shoulder
 Follow standard Chicago Manual of Style (CMS) citation form,
and use the style sheet as you proceed. This is a “formal” paper, and the style
sheet’s guidelines should be followed closely.
 There should be a short bibliography of sources (class
books and any outside materials that you have consulted) at the end of your
 Good luck. There is more than enough material to write
any number of essays. Choose several good points, scenes, or themes. Then write
Due by 5:00 on Sunday, November 12. (Put
a hard copy outside my door).
Use the word count feature of your software and put the
word total at the bottom of the essay, e.g. “3,262 words.”