1. Student watched the beginning of the Giant Buddha documentary, about how the Taliban destroyed the Buddha statues. A family living in the shadow of a now-destroyed giant Buddha is detailed.
2. Students learned about what the giant Buddha's symbolized, and the importance they had to the Buddhist people. It was nice to take a break from Confucianism/Taoism, and students focused on the nature of religion, inter-religious dialogue (or lack thereof), and the clash between Islam and Buddhism.
11/2
1. We watched selections from different movies, and had to decide which type of teacher, Confucian or Taoist, each teacher was. Mr. John Keating, (aka Robin Williams), for example, was very Taoist. In contrast, Joe Clark showed himself to be extremely Confucian, walking into a room full of teachers on his first day and laying down his rules.
2. This was a fun, interactive way to distinguish between Buddhism and Taoism. The two religions really revolve around Confucius and Lao-Tzu, so this activity got to the heart of the religions.
11/4-11/6
1. Today, students watched the movie Chalk, a documentary about new teachers (or new assistant principles). This documentary was very interesting, especially the fact that about 50% of teacher quit within their first three years of teaching. This was shocking, and really got the message across. It was interesting to see what made a good teacher, and what made a bad one.
2. In order to understand Confucianism and Taoism, to which teachers are so important, students must first understand the essence of the teacher. What makes one teacher good, and another bad, is one teaching style always better than another, or are two styles equally effective?
11/10-11/12
1. Students watched Pride and Prejudice (Great Movie!) and concentrated on aspects of Confucianism, such as the Chun-Tzu, Te, and Wen. It is obvious, for example, that Wickham is not a gentleman when he speaks badly about Mr. Darcy behind his back, and to an almost-stranger no less! Te is illustrated simply by the title of the movie-is Pride a fault or a virtue?
2. This helped students delve deeper into Confucianism. Learning the terms, such as Chun-Tzu and Te, as mentioned above, was very interesting, and helpful. Finding examples made these concepts easier to relate to.
11/16
1. Students learned about Taoist virtues, mirroring the lesson on Confucian virtues in the previous class. There was a more in-depth examination of Taoism, and it was contrasted to Confucianism. There was not time to watch Star Wars...
2. This activity helped students better understand the Taoist religion and system of beliefs. Because students had just learned about the Confucian virtues, students were able to easily compare and contrast the two religions.
11/18-11/20
1. Students watched the movie Rashoman, where we learned that Truth is subjective. Four different accounts are given of an encounter between a samuri, the samuri's wife, and a bandit. The audience learns that each account has been changed slightly, and told through the filter of the person recounting events.
2. We learned that though truth is absolute, we do not always know the absolute truth, because everyone (or almost everyone) changes the truth to fit their needs. Though the ending was slightly corny, and the creepy bandit-laugh was funny, the main point of the movie was well-taken, and valuable.
12/1
1. Students read a Taoist selection on virtues, and filled out a worksheet about it. They then discussed the different virtues, and how they related to today. We were warned that next class a paper on Confucianism and Taoism would be assigned, so it would be advisable to think of how Taoist virtues were applicable to modern times.
2. This activity got students thinking about their papers, and relate Taoist principles to today's world, so they didn't seem so abstract and intangible.
12/3
1. Today, students watched Pride and Prejudice. We were given a worksheet with different Confucian virtues, and had to write examples of each virtue from the movie. One of the most important Confucian virtues, being a Chun-tzu, or gentleman, was exemplified by Mr. Darcy's asking Elizabeth to dance at the Netherfield ball.
2. This movie was an engaging class activity, and provided students with an interesting way of identifying Confucian virtues. In addition, it was very beneficial for the males in the class to watch the movie, as it is important to many girls. By searching for the Confucian virtues in a movie depicting late 18th century society, students learned how to relate Confucian virtues to all parts of life and time periods.
12/7
1. Crouching Tiger Hidden Dragon was the feature of today's class. It is a more Taoist-oriented movie, with its main problem being the struggle of Jen to balance yang, or aggression, with yin, which is more passive. Students were given a worksheet to fill out where they had to write about each of the characters.
2. Focusing on each character allowed us to distinguish their different philosophies. Li Mu-Bai, for example, was able to balance his yin and yang, retiring from a life of fighting. Jen, on the other hand, is overpowered by yang, as is shown when she fights Li Mu-Bai in a tree and loses her balance. Shu-lien is more Confucian, believing in ritual and conduct.
12/9 and 12/11
1. Students continued and finished watching CTHD. They watched the process as Jen slowly learned to balance her Yin and Yang.
2. This Taoist movie contrasted nicely with the more Confucian Pride and Prejudice that students had just watched.
1/4
1. A priest from St. Peters spoke to the class about monastic life. He detailed the events that lead him to become a priest, and explained the most rewarding parts of his profession. He emphasized that one does not have to be a priest to be part of one's religious community. There are many monastic orders, for men and women, that can be joined. In addition, a person can become a deacon, or a member of the Church choir. Everyone is called to be a different part of the community.
2. This talk was so important, because although as juniors we are students of World Religions, Good Counsel itself is a Catholic School. It is important to be reminded that although we pass over the other religions of the world, it is nice to come back to one's own religion, more enlightened, and ready to be a part of the religious community. The Priest did a nice job of presenting all aspects of monastic and religious life that we, as members of a religious community, can be a part of.
1/6, 1/8, and 1/14
1. Students presented their art and architecture projects. Among these were Islam, Buddhism, Hinduism, Christianity, and Taoism. Earlier this year, the geography of these religions were presented. The presentations about art and architecture were related back to the religion's cosmology, which instructed students on each religion's beliefs. The Buddhist Dharma wheel, for example, represents the eight principles of Buddhism, in addition to representing the cycle of life.
2. This was a way of allowing students to research a new religion, or one that had already been studied, in a new light, not focusing only on the religious beliefs themselves, but how these beliefs were reflected in art and architecture. This approach was much more challenging, because not only did students need to master the basic beliefs of a religion, they also had to study the religion's art and architecture and relate them back to the religious beliefs. When accomplished, however, the result was an interesting and well-researched presentation of a world religion.
1/12
1. Students were tested on material from the second quarter, including the essence of teaching, ideas of Father Murray, and Confucianism and Taoism. The test was a culmination of all that we had learned during the second quarter.
2. The test forced us to review all that we had learned throughout the second quarter, re-enforcing the information in our brains, so that it was not so easily forgotten the next time. In addition, it allowed us to re-evaluate what we had learned this quarter, and make connections to the first quarter and our previous religion classes.
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