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DOCUMENT RESUME SO 024 325 ED 373 009 Kiernan, Henry, Ed.; Pyne, John, Ed. AUTHOR China and Japan (Theme Issue). TITLE New Jersey Council for the Social Studies. INSTITUTION 93 PUB DATE 22p. NOTE New Jersey Council for the Social Studies, 75 Cedar AVAILABLE FROM Bridge Road, Manahawkin, NJ 08050. Serials (022) Collected Works PUB TYPE for the The Docket: Journal of the New Jersey Council JOURNAL CIT Social Studies; Fall 1993 MF01/PC01 Plus Postage. EDRS PRICE Cultural Activities; *Cultural Awareness; Cultural DESCRIPTORS Interrelationships; Curriculum Development; Foreign Countries; Integration Studies; International Education; *International Educational Exchange; *International Relations; *Political Issues; Resource Materials; Secondary Education; *Social Studies *China; *Japan IDENTIFIERS ABSTRACT This serial issue is devoted to the theme "China and Japan" and contains six articles that focus on educational, In the political, and cultural issues in the two Asian countries. Relations with the first article, "China and Japan: A New Era in brief overview United States," Henry Kiernan and John Pyne provide a China and Japan and of the history of United States' relations with studies. In the frame the subsequent articles on issues in the social Allen Liberty second article, "Acceptance Speech of the Andrew Award," Fang Lizhi discusses the pursuit of democracy in China. The Benjamin third article. "China in the Social Studies Curriculum." by prior to 1900 and how A. Elman, explores themes of Chinese history article by Charles they relate to China in the 20th century. The next Bridges of Von Loewenfeldt, "Some Reflections on Building the Understanding," highlights the impact of former participants in NCSS fellowship program to Japan on bringing about greater in international awareness and understanding in North America and about Japan," Japan. In the fifth article, "Resources for Teaching Linda S. Wojtan provides information on educational resources available on Japan. The final article by Jane Plenge and Nancy Festival," Stephan, "Building 'an Integrated Curriculum: The Japanese list explains the process of developing an integrated curriculum. A directors for of New Jersey Council for the Social Studies board of 1993-1994 concludes the issue. (CK) .c****,%********-A*7.---)%.--***,..,* *************************1,) , * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** TdE DOCKET Journal of the New Jersey Council for the Social Studies Fall, 1993 U.S. DEPARTMENT Of EDUCATION Office of Educahonal Re %torch end ImPrevernst go nONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as &Son received from the person or ononiz Oniainstino 0 Minor chlniaes hav* been made to imprOvis nliprOduttion Quality Points of vow ot opinions statd in this official Mint do not necessarily represent GERI position or policy -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY -^ /a/m) //-E-412 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) '771 i.1 Theme Issue: ET* 4'111 1% China and Japan Inside... China in the Social Studies Resources for Teaching China and Japan: A New Era About Japan in Relations with the Curriculum c\I By Linda S. Wojtan Page 9 United States By Benjamin A. Elman Page 5 By Henry Kiernan and John Pyne ... Page 1 Building an Integrated Curriculum: Some Reflection on Building The Japanese Festival Acceptance Speech of the Bridges of Understanding By Jane Plenge and Andrew Allen Award By Fang Lizhi By Charles von Loewenfeldt Nancy Stephan Page 3 Page 7 Page 11 2 BEST COPY AVAILABLE Criteria for Submission to The Docket by The Docket's editorial committee. The committee Editorial Policy reserves the right to edit manuscripts for style, while The Docket is the official journal of the New changes in content are made with the consent of the Jersey Council for the Social Studies and reaches author. 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Each manuscript is subject to impartial review Fall, 1993 The Docket China and Japan: A New Era in Relations with the United States Henry Kiernan and ohn Pyne, editors the confrontational tenor of the 1950s and 1960s lw- For nmre than 40 years after World War II. the tween Washington and Beijing. However. for Ameri- Cold War was the axis on which American foreign policy cans who watched the events of 1989 vividly on televi- in Europe and Asia turned. In an effort to stop commu- .sion, the impact of the massacre at Tiananinen Square nist expansion in Asia. the United States defended is still a critical issue affecting our relations. ln addi- Taiwan from the People's Republic of China. and sent tion. no one knows what will happen when Deng Xiaoping troops to Korea in the early 1950s and to Vietnam in the the t:hinese traditionally have handled dies and ". 1960s. The security threat from the Soviet Union and . . succession abysmall-f."( China formed the central guiding rationale for holding ) It has become increasingly apparent that a strong the United States and its Asian allies together and U.S. apan partnership is also Mdispensable for the as welcoming U.S. troops in included such practice staliility of Asia. Robert Oxnam. Senior Research Asso- South Korea. leasing bases to the U.S. Navy and Air ciate at Columbia University's East Asian Institute Force in the Philippines and overlooking trade dis- apan relationship is undeniably agrees: "The U.S. - putes with Japan. the most important bilateral linkage in the Pacific. A With the end of the Cold War. t ..S. relations with seriously weakened U.S. - Japan relationship, espe- Asia are at a historic turning point. 1 n just two decades China cially if combined with major erosion in U.S. since the withdrawal of American troops from South ties. could turn back the clock in Asia by decades." (2 ) Vietnam. the United States is on the brink of establish- Yet. despite this logical rationale for a strong alliance. ing relations with Vietnam. Oyer the last fifteen years. despite the fact that both nations enjoy democratic Asia has surpassed Europe as America's most impor- governments and basic rights, tensions between Tokyo tant oNerseas trading region. and some estimates indi- and Washington have also increased. While trade is the cate that Pacific trade will double the volume of Atlantic immediate problem. most analysts agree that Japan is trade by the year 2000. struggling to attain wider international respect for its Yet. as we approaeh the 21st century. new prob- achievements and a larger political role as evidenced by lems have emerged. With the perception I f a lessened its request to become a member of the Security Council. U.S. commitment to the region. we need only consider Just ten years ago, Robert C. Christopher in- several recent dilemmas such as the following: arms formed u!, about this changing role. In his hook The sales have been on the rise. particularly in Southeast Japanese Mind. Christopher advised Americans to deal Asia: human rights abuses in China continue: protec- with the Japanese as "equals who must be convinced tionist legislation is introduced every year in Congress rather than as little brothers who must be ordered against the Japanese: and the trade imbalance as a about." lie further asserted: "One of the most striking result ofJapanese and Chinese imports into the United changes in attitudes in Japan in recent years has been States is again increasing. the increasingly open desire ofJapanese to be accorded Both China and Japan have inexorably worked some measure of respect by the United States. In this their way into the agenda of major policy issues con- changed climate. American representatives in Japan fronting President Clinton's administration. As this should be seeking to influence ol)inion in a much broader issue of The Docket goes to press. relations between the range of,lapanese society than they now do and to elicit United States and China appear to be deteriorating as front the Japanese themselves ideas on what contribu- human rights issues and bilateral trade tensions con- tions their country van best make to the solution of tinue to shalw the rhetoric between us. Since President mutual economic, diplomatic and security problems." Richard Nixon and Chinese leader M o Zedong met in February 1972. the United States has worked intensely (3) Mike Mansfield, the former U.S. Ambassador to to avoid the isolation of China and the possible return to 1 4 Fail, 1993 Thel)pcket Japan, once stated that the next century will be the standing. Pacific century. Whether a shift from the Atlantic Finally, we recognize that by limiting our discussion to China and Japan in this issue we may overlook sphere of influence to the Pacific may occur as some those NJCSS members who are interested in other Asian political analysts theorize, is certainly debatable. How- countries. We also have not addressed the larger ques- ever, no one can deny the importance of Asia, particu- tion of how those of us interested in teaching about Asia to the future of the United larly China and Japan can best deal with educating others about Asian culture States. It is for this reason that this issue of The Docket without being criticized as propagandists. In fact, in the is devoted to Tenewing a discussion about tl,e impor- case of Japan, certain writers such as Pat Choate, tance of teaching about China and Japan in the soeial author of Agents of Influence: How Japan's Lobbyists studies. in the United States Manipulate America's Political The editors are grateful to the authors who have and Economic System. have labeled anyone who spe- agreed to make a personal effort to prepare articles for cializes in J apan outreach efforts in America's The Docket. The theme for this issue began in May 1993, to be representative of a prG-Japanese viewpi,int. To when we both had the opportunity to meet and h:ar assume that social studies teachers would not provide Fang Lizhi, Physics Professor at the University of Ari- students with an unbiased and objective view of Japan, zona. accept the Andrew Allen Liberty Award at the China, or any other Asian country is another example of Foreign Policy Research Institute in Philadelphia. Dr. misjudging the teacher's role and function in helping Fang's coin age during the events at Tiananmen. his students apply the knowledge of a non-Western culture admiration and love for his students, and his personal to articulate the strengths and weaknesses of our own quest for democracy in China truly make him one of the culture. most respected intellectuals of our time. Ben Elman, It is worth reminding our students that after nearly Professor of Chinese History at the University of Cali- fifty years of United States involvement in no less than fornia, Los Angeles, provides a framework of topics for three Asian land wars, the Pacific is relatively at peace. social studies teachers to use in teaching Chinese his- Through open access to American markets and through tory. Ben is currently working with the National Center entrepreneurial skill, Asia now contains the world's for History in developing world history standards. most promising economies, moving toward increasingly Charles von Loewenfeldt. Program Coordinator open democratic societies. As David B. Oxnam reminds for the Keizai Koho Center Fellowships, is an outstand- us, "Treating headaches before they become migraine ing example of an individual's attempt to build bridges crisesthat is a central challenge in the future of of understanding between Americans and the Japanese. America's Asia policy." (4) Including the political, eco- It is through his leadership that hundreds of members of nomic, social and cultural history of all Asian peoples is the NCSS have enjoyed a first-hand account of Japa- a central challenge of our social studies curriculum. We nese culture and history, have made many new friends need to involve our students in understanding that what in Japan, and have developed a stronger understanding happens in China, J apan and all of Asia is well worth of what it means to be an American. Linda Wojtan, watching. Coordinator of the National Precollegiate Japan Projects Network, offers our readers the avenues for obtaining resources about the teaching of Japan. Linda's latest Works Cited: book Resources For Teaching About Japan (1993 ) is I. Klein I., 1993. "W hy China Does It Better." available from the Social Studies Development Center, Bloomington, Indiana. Jane Plenge and Nancy Stephan, Newsweek. (23). two Southern Regional Middle School teachers, provide 2. Oxnam, R. B., 1993. "Asia/Pacific Challenges." For- the rationale and nwthodology used to coordinate a eign Affairs. (67). Japanese Festival. This interdisciplinary project and 3. Christopher, R. C., 1983. The Japanese Mind. New exhibit drew an audience of over 6,000 students and York: Fawcett Columbine. (327). 4. Oxman, R. B., 1993. "Asia/Pacific Challenges." For- community members who experienced integrated learn- ing activities focusing on cultural and global under- eign Affairs. (72). 2 BESI COPY AVARME Acceptance Speech of the Andrew Allen Liberty Award Philadelphia, May 6. 1993 Fang 1,izhi Unhersity Of Arizona. Department of Physics Tucson, Arizona 85721 entered Chinese political life. My point here will be to Mr. Chairman. Ladies and Gentleman: emphasize the connection between Jefferson's mio- I am grateful for the tribute that the Foreign Policy cratic philosophy and the values of the democracy Research Institute has given me in its Andrew Allen movement in China today. Liberty Award. My spirits are lifted when I see the cause China, especially mainland China. has yet to achieve of Chinese democracy that my colleagues, my students, democracy:, yet the w-Jrd "democracy" has for some and I have been pursuing is once again receiving recog- time been highly fashionable in China's political life. nition. And I am esoecially elated that todav's honor is Ever since 1911, when the revolution led by Mr. Sun associated with the name of Thomas Jefferson. Yat-sen overthrew the imperial authority of the Qing You in the audience may be curious to know my dynasty, nearly every political party or group in China reactions when I look at today's program, on which has cited democracy in its program. It would seem that contemporary China is mentioned side by side with the democracy has become the least controversial idea in all name of a great American thinker who was born two of twentieth-century Chinese politics. Everyone sup- hundred and fifty years ago. My first reaction. I will tell von, is that there are indeed some big cultural differ- ports it: no one comes out against it. In reality. however. China still is ruled by an oligarchic dictatorship. still ences between the United States and China. In China. lacks freedom of speech. still has no meaningful elec- people would probably not want to hold a memorial tions, and still holds political prisoners. On the one meeting. or give prizes, on a two-hundred-and -fiftieth hand. every sort of political manifesto, including na- anniversary. In Chinese custom. especially in northern tional constitutions, includes the word "democracy." China the number 250 is a synonym for a "simpleton."' On the other hand, in actual pohtical life, classical To be called a "two hundred and fifty" means that autocracy persists. W here does it come from? There everybody agrees you are a blockhead. But before this cultural difference depresses you. let me point out may be several reasons, but I believe that one of the most important is that democratic concepts have been dis- another one. In Chinese culture to lw a "simpleton"' is torted. not always regarded as an entirely bad thing. Lu Xun, One of the distortions has been to convert democ- the great modern Chinese writer, wrote an essay in the racy into so-called "masses' democracy.'" When I was 1930s called. "Clever People, Simpletons, and Lack- eys." His conclusion was that when it comes to social young I was educated in communism, and among other progress. the people who deserve praise. and deserve to things, was taught that "communist democracy is masses' democracy, or proletarian democracy." This kind of be trusted. are not the clever people, and certainly not democracy was supposed to be more advanced, and the lackeys. They are the simpletons, the people who go more democratic than ordinary democracy. At that on stubbornly pursuing goals that seem never to be time, I accepted this view: I thought that adding the reachable. word "masses" to the word "democracy" could only If there is any goal that "simpletous" of China are stubbornly pursuing today it is democracy. If there is make it better. But the history of communism has shown that "masses" democracy" is nothing but a synonym for any cause that ties the name Thomas Jefferson to China, that cause is democracy. By this I do not mean, of autocracy. One implication of "masses" to the word "democracy" is that it is all right to suppress minority course. that America's philosopher-president had any opinion. During the twenty-seven years when Mao direct or indirect contact with Chinese democrats. Two Zedong ruled China, he liked to stipulate that the hundred years ago the word "democracy" had not yet number of people -targeted for attack in political cam- conclude that economic development ean substitute for paigns be set at five percent of the population. In his progress toward democracy. I feel the need to stress this point because this view, to set the target as low as five percent was to carry "theory" about the primacy of economy pops up from out masses democracy. But in fact . it was precisely this time to time in world diplomacy. In times like ours, doctrine of "suppressing the five percent" that allowed when the world economy is sluggish, the place of human him to at :ack anyone he chose, thereby intimidating the rights as a basic principle in international affairs is populace as a whole and supporting his personal dicta- frequently downplayed, whether intentionally or not. torship. Deng Xiaoping has continued with the same For this reason we must look again to the principles of logic, except that, instead of the phrase "five percent". Thomas Jefferson, who insisted that natural right or he uses the phrase "a small bunch" to tag and suppress human rights be the founding principles of his country, his opponents. In 1989, the protesters at Tiananmen, and who for this reason above all others earned the who arrived by thousands and tens of thousands. were respect not only of Americans but of people around the defined by Deng Xiaoping as a small bunch" and world. Any foreign policy that intentionally or uninten- therefore suppressed. tionally downplays principles of freedom and human From this it should be obvious that a government rights violates the principles that Thomas Jefferson has established. that practices suppression of minority opinion is not a The success of the democratic cause in China can- democratic government but a dictatorship. Thomas not be separated from the trends in the world at large. Jefferson long ago noted this point. "The minority A world in which the principles of freedom and human possess their equal rights, which equal law must pro- rights are downplayed is a world that lengthens the time tect.'" he said, "and to violate it would be oppression." during which autocracy in China can survive. For this Ilere Jefferson's democratic theory provides Chinese reason, perhaps we need to provide the statesmen of democrats with a useful criterion: politicians who ad- todays world with another live reading of Thomas vertise things like masses' democracy, "five percents" Jefferson's words: "we have yet gained little if we coun- and "small bunches" are, in fact. opponents of democ- tenance a political intolerance..." racy and promoters of dictatorship. This is why the people who are pursuing Chinese Recently. another theory about democracy has democracy, or the "simpletons" of China. may feel even been circulating. It says that economic development will more deeply than others that today's world stands in automaticaPy lead to a democratic society. In China. need of a revival of Thomas Jefferson's philosophy of democracy, freedom, and human rights. And these the release of market forces has indeed led to economic same reasons lead me, once again, to thank the Foreign growth. We should, of course, welcome this growth. But Policy Research Institute for the opportunity to make sonic people have gone further and said that China now my own small effort at breathing new life into those great needs only economic development, because more eco- principles. nomic growth will lead inevitably to democracy. The communist authorities clearly like this theory, because Thank you all. they can use it to cover up their record of violation of human rights. It would be wonderful if democracy did indeed grow automatically out of economic develop- Teach New Jersey with Afton because ... ment, but history gives us, unfortunately, no such Our comprehensive New Jersey program accords better com prehension of all Social Studies con- guarantees. In the history of both China and the rest of cepts. Students learn by having fun in their the world, it is easy to find counter examples to the the state they come to know and love. state Afton means: 24 years of specializing In New Jemey STudies theory of the automatic generation of democracy. And Fun-to-learn approach in the actuality of China today, the economic growth Continual updates to proven, successful programs 1994 edition You, New Jersey and the World coming Spring '94 Ever-expanding line that we see has not in the slightest moved Deng Xiaoping A free newsletter to keep you advised of New Jersey Studies happenings and his associates to alter their autocratic rule. There Computer disks to review text PION A. have been no substantive changes in Chinese political Haw you seen our New Jersey Studies INACoW Co, lw. life since the protests in 1989. We have no reason to Organize-/Updatable Catalog? lac 1.199 71) Ankwer. NI 071121 Call, write, or fax to receive one free. 201 579 2442 ssc 3252342 7 Fall, 1993 The Docket China in the Social Studies Curriculum Benjamin A. Elman Professor of Chinese History University of California. Los Angeles 405 Hilgard Avenue Los Angeles, California 90024 history as the key to fathoming their cultuee and nation. Perhaps the most puzzling modern nation (ahmg Other Chinese would wisely point out the burden of that with Iran). China has been difficult to integrate in an long history and the inherent limitations that a nation American social studies curriculum. From friend early with such deep roots faces when its people are con- in the twentieth century. China suddenly became an fronted with revolutionary forces initially out of their American enemy after 1949. particularly during the control. The demographic. political, and cultural revo- Korean War. A brief honeymoon between the People's lutions that have convulsed China since the Taiping Republic of China and Americans lasted from the 1970s Rebellion in the middle of the nineteenth century, al- until 1989. when the Tiananmen Massacre revealed though exacerbated by Western and Japanese imperial- underlying political. economic. anti cultural differences between the People's Republic and the United States ism since the Opium War, have their origins in a Chinese context that evolved through two millennia of imperial that could not be rationalized. Since 1989. China has dynasties based on autocratic rulers, gentry-merchant suffered a severe "image problem- as a result of West- elites, and a vast farmer-peasantry. The emperors and ern media presentations of an "out of touch Chinese their entourage have been replaced by Chinese Commu- Conununist government reining in democracy and free nist oligarchs. Communist Party cadres form the brunt trade at the very time that Eastern Europe and Russia were emerging from the shackles of' communism. The of middle-level anti local elites, even as Hong Kong and Taiwanese economic power are together transforming result has been a significant decrease in enrollments at the college level in Chinese language courses, for ex- the communist economic and social system in Guangzhou and Fujian provinces. And after undergoing the politi- ample. Students of Chinese history and political culture. cal vicissitudes of 1950s land reform, 1960s communes, and a 1980s land responsibility system, farmer-peas- however much we were all shocked by the tragedy of' ants still represent the vast majority in a nation of so 1989. would point out that 0111' popular media portrait of' China has never been on the mark. As Jonathan many huge cities. (Penguin. 1980) has long Spence's To It is a historical cliche that the key to understanding Change China contemporary events lies in a long-term perspective. made clear. Americans. as well as others, for centuries have made China the object of our daydreams and Economists and political scientists would dispute this by presenting political and econometric models that ex- nightmares. The failure to integrate Chinese history plain the present and predict the future with little properly in our educational curriculum, particularly regard for the past. Rather than gainsayinc the latter, the complexity of Chinese society, culture, and politics in a century of revolutionary change 1850-1950, has would simply suggest that through a comparative yielded a new generation of American illiterates about approach between "modern" and "pre-modern" Chinese history and politics, we can help students better grasp "China.- We are puzzled why China remains a communist nation in the late twentieth century, when the some of the common problems faced by Chinese since historical tide is. we think. clearly in favor of demo- the early, middle, and late empires (200 BCE - 1911) and .the wide range Jf political. economic, technologi- cratic governments anti open economic systems. Mean- while. we increasingly f'ear Japan as a Pacific Rim cal, and social solutions that they discovered and applied to their societies before the revolutions of the nation that has successfully adapted democratic institutions and transformed itself into an economic jugger- twentieth century. In this manner, China as part of the social studies curriculum would clarify why the PRC naut. A few already predict that upon completion of the rarely conforms to our expectations and why the Chi- Chinese industrial revolution of the late twentieth and nese political and economic experience cannot be re- early-twenty-first centuries China will eclipse Japan as our major economic competitor. duced automatically to contemporary models based on Chinese frequently and proudly point to their long Western experience. 8 7. Elite Confucianism & State Ideologies To this end, let me outline ten major themes stu- -ancient "Hundred Schools" & Warring States dents should know about China before 1900, and how -Confucius & secular values of scholars such themes can be related to China in the twentieth -Confucian Canon: state orthodoxy, century: "imperial" Confucianism, & school curriculum -legalism & the institutional formation of Geography: North vs. South China I the imperial state -arid north & ancient agricultural revolution -ascending (Confucian) vs. descending (Yellow River) (Legalist) views of state power -wet south & medieval econonnc revolution -rituals vs. laws: cultural vs. punitive (Yangtze River) forms of social order -role of Great Wall in demarcating nomadic -Confucianism & East Asian economic change from agricultural settlements since 200 BCE in twentieth century -Grand Canal & integration of north and 8. Traditional Chinese Science & Technology south in 600 -qualitative sciences: alchemy, medicine, astrology -expansion into Central Asia, Manchuria, & Tibet -quantitative sciences: mathematics. 2. Sino-Barbarian Relations astronomy, calendar, and musicology -Steppe nomads & military societies: Huns. -Confucian "amateur" ideal and civilian conceits Turks, Mongols, Manchus, etc., in Chirri -early and middle empires & technological -agrarian Han Chinese & bureaucratic state advancement -military conquest of China versus cultural -impact of European and modern science assimilation of "barbarians": Mongol & -modern China & role of science in modernization Manchu dynasties 9. Impact of the West & Chinese Crisis - periods of openness vs. periods of nativism -internal demographic crisis -Chinese tribute system vs. western system -external imperialism & western industrial power of Equal Nation-states -reform vs. revolution 3. Family. Lineage. & Ancestor Worship -European/Japanese political & educational models -kinship values in China: self/family/state equation & end of Confucian institutions and gentry hierarchy -ancestor worship and lineage formation: -failure of the Early Republic & WWI building blocks of local communities -Russian revolution & Chinese nationalism - illegitimacy of oppositional political groups -Maoism and peasant revolution -weakness of "public sphere and strength 10. Some Comparisons of family values -polities: the Imperial vs. the Communist state in -Mao, conununes, & the family China 4. Peasant Society & Economy -economy: peasant farming & standards of living - denfise of feudal realms & rise of small peasant farms over time -relations of land, labor, and population -society: old vs. new elites; chaeges in village life -ancient agricultural revolution: northern villages -culture: education and orthodoxy. - medieval economic wet-rice revolution: southern villages These themes are drawn from my own experiences -late imperial declining standards of living in teaching college freshmen and sophomores, where communist land reform & communes even among a student body of many Asian-Americans 5. Gentry-Merchant Elites & Social Hierarchy the amount of media-induced fantasy about China is -gentry landlords & merchants: economic power - civil service selection: social and political shocking. Each theme is only a bare bones suggestion, reproduction under imperial sanction but a selection of a representative number of them -cultural resources and educational would yield, I think, a more complex and multi-dimen- dominance of gentry and merchants sional understanding of how to situate China in a social - republic & communist elites in twentieth century studies curriculum. Perhaps these can serve as sugges- 6. Popular Religion and Chinese Culture tions on the key historical elements to be included in - elite & popular Daoism teaching Chinese history. -elite (Chan) and popular (Amida, Lama) Buddhism -orthodoxy vs. heterodoxy: imperial state & religion -Confucianism & ancestor worship CCP policy toward religion BEST COPY AVAILABLE Fail, The Docket 19-9-3 Some Reflections on Building Bridges of Understanding Charles Von Loewenfeldt Program Coordinator The Keizai Koho Center Fellowships 4332 Fern Valley Road, Medford, Oregon, 97504 Pennsylvania and Illi s; a college of educatiim pnaessor It has been nearly half-a-century since I first became from Georgia; and Dr. Arthur II. Rumpf, a consultant for acquainted with Japan and eighteen years since I had the retired), as team privilege Of bmiming associated with American sorial the Milwaukee Public Schools (now leader. (I had the pleasure of accompanying them. ) studies educators. For me. the two have heroine insepa- The stirvev team was transported across the Pacific rable. by Japan Air Lines. The Japan Foundation was the host / was in Japan at the very beginning of the military organization in Japan. Tlw Ministry of Education ar- occupation of that nation. immediately following World ranged for school visits. The private-sector enthusiasti- War II. Ovr a iwriod of nine months, as an Army officer cally welcomed the NCSS representatives to factories. dealing with the Japanese media. I came to have a high farms, educational institutions, and a wide range of cul- by their regard for tlw Japanese iieople. I was fasein at NI tural attractions. The American educators returned lumw culture, their social values. and their work ethics. It was not until 1953. however, that my professional impressed bv what they saw, heard and experienced while in Japan. career with Japan began in earnest when I was retained as a public affairs and marketing consultant by a number of That was the fellowships program's auspicious beginning. Each year. since then. as more and more teaclwrs Japanese governmental. commercial and financial institu- applied l'or a chance to observe Japan. the number of tions. felhiwships being offered annually has increased. A major By the 1970s, I becanw gravely aware of how little the turning point took place in 1980 when the Keizai Koho average American knew Or cared about Japan. This was in Center (tlw j a pa n Institute for Social and Economic Af- spite of the fact that Japan had become Anwriea's leading fairs) undertook, as a major international activity. sup- overseas trading partner and principal Asian ally. Ameri- cans with no knowledge of .Iapan seemed quick to accept port of the NCSS fellowships program. KKC expanded the program to include Canadian educators and, recently. any criticism of.] apan and reflected prejudice and intolerance. There Was friction and mounting tension in the teachers from Australia have been invited to participate. bilateral relationship. If this program can rightfully claim till reess in helping to build bridges of understanding. it is due, in greatest It was obvious that what was needed was a practical approach to reaching and informing Americans about measure, to the immeasurable contributions of the more than 500 educators from every U.S state and provinces contemporary Japan just as. across the Pacific, Japa- of Canada who have been recipients of these fellowships nese were becoming inereasingly interested in Ow ways of' to date. the west. My long-range hope was to find a way to acquaint America's future generations with how the Japanese are The "Japan Alumni." as we informally refer to these Fellows. are, in my opinion, a most remarkable group of like us and how they are different from us; what have been professional men and women. The intensity with which their failures and successes; what are their aspirations and what interests do we have in common. I believed that with they have demonstrated their commitment to the enhance- knowledge. future generations of Americans and Japanese ment of global studies is spectacular. Their individual and collective effort in curriculum development, in network- would be able to regard each other without bias or rancor. My quest. in 1976. led me to the Washington. D.C. ing. in outreach endeavors. in utilizing t iw media. in work offices of the National Council for the Social Studies. with civic organizations. and in the creation of' innovative There. Dr. Howard Mehlinger. then president-elect of educational approaches has been truly outstanding. NCSS. graciously listened to my concerns and readily In tlw mid-1970s. a nationwide survey revealed that practically' nothing was being taught about Japan and her understoml what I was seeking. We discussed the possil ul- ity Of sending to Japan the following ;ear a team of people in America's precollegiate schools. That is no longer educators to survey the desirability of improving teaching the case. about Japan in the United States. Japan (and even the Japanese language) is now lwing NCSS put out a call for applicants. Six educators were studied in K through 12 classes throughout, North America. selected on a competitive basis for the June 1977 visit to Numerm. teacher-workshops on Japan are being orga- Japan. The group included a junior high school teacher nized at all educational levels. Much attention is being from California; three high school teachers from Ohio.. given to the development of new curriculum. 7 4.0