1 This interdisciplinary course is based on a team teaching philosophy. Five sections offer a variety of perspectives, each of which converge and diverge at certain points. Section I - Japan as A Regional Victimizer in East Asia (Instructor: Linda Wang, Ph.D.)

Learning Objectives  Develop basic skills in map reading and interpretation  Interpret the role of Meiji period in Japan’s modernization and cultural reorientation  Understanding Japanese as a victimizer through its imperialistic colonization in East Asia

Week 1–Contextualize Japan in East Asia  Physical geography of East Asia and Japan  Natural resource distribution pattern in East Asia and Japan  Core and peripheral relationship in East Asia  Map exercise and map quiz –Student references (geographic facts about Japan)  http://www.cia.gov/cia/publications/factbook/geos/ja.html  http://geography.about.com/library/maps/bljapan.htm

Week 2–Westernization in Meiji period  Video: “Meiji Restoration”  Interpreting Meiji period  Discussion – significance of the changes during Meiji period – impact of western imperialism on Japan » China case –Reading assignment:  Hunter, Janet E. 1989. The emergence of modern Japan: an introductory history since 1853. New York : Longman. (Chapt. on Meiji Period only)

Week 3–Rising Japanese imperialism in East Asia  Industrialization process in Japan  Colonization of East Asia under the “Great East Asia Co-prosperity” scheme – resource base and markets  Interpreting creation of Japanese and non-Japanese in Japan – Korean case » Japanization through colonial education » Labor migration and discriminatory division of labor

Section II - The “Hi-Jacking” of the Enola Gay, and the Boeing B-29 (Instructor: Michael Reinschmidt, Ph.D.)

Learning Objectives: 2  Describe the anthropological implications for such an exhibit  Understand the controversy behind the Smithsonian’s original exhibition.  Analyze discourses surrounding the controversy.

The following assignments constitute the plans according to Smithsonian in displaying the original exhibit and the response to that original display. These steps have been slightly modified by the instructor as follows (they can be expanded or reduced according to time needs or students' creativity and additional findings):

Week 4:

I. Creating the Bomb: - Politicians - Scientists - Soldiers II. Decision to Use It: - The Manhattan Project - Rationale for Use - Target Cities - Effects on the Soviets III. The Mission of the Enola Gay: - Military Inexperience - Building the 509th Unit - Secrecy - Execution

Week 5:

I. IV. Ground Level Effects in Japan: - Hiroshima - Nagasaki - Secrecy of the Japanese government - Medical (in)attendance - Aftermath of the Bomb - Juxtapositions

Week 6:

V. The Bomb's Role in the Post-war World: - Did the Bomb Force the End of the War? - The New Era - American Post-war Power - Was the Bomb the Keeper of the Ice? - What is the Future of Nuclear Warfare???

–Reading assignment  Weiner, Michael. 1990. The Origin of the Korean Community in Japan, 1910-1923. Ch. 2&3. Manchester: Manchester University Press.  Chang, Iris. 1997 The Rape of Nanking: the forgotten holocaust of the World War II. New York: Basic Books. (excerpts only)

Section III - Cultural Experiences and Narratives on the Bomb: Living, Dying and the Construction of Memory (Instructor: Phillip Jenks, Ph.D.) “ The true picture of the past flits by. The past can be seized only as an image which flashes up at the instant when it can be recognized and is never seen again...every image of the past that is not recognized by the present as one of its own concerns threatens to disappear irretrievably.” (Walter Benjamin, cited on “Remembering Nagasaki” website)

For the sake of definition, politics is defined here as the discursive making of meaning through relationships of power. Politics is, both negatively and positively communicative and is always 3 already shot through with power relations. Subsequently, political science may be a helpful avenue for understanding our subject but it is hardly the only one. During these weeks, we will pursue the following questions: how is the Bomb remembered or forgotten in Japan, Korea, the United States, and throughout the world? What is the nature of ethical responsibility in relation to the bombings? Who is responsible and at what level?

Learning Objectives

 Comprehend key distinctions between working through and repetition in relation to the trauma of the Bomb, in and out of Japan.

 Analyze the contrasts between hegemonic perspectives on the bombings and creative narratives provided at an everyday level (through photography, art, personal narratives, and short stories).

 Understand the significance and role of memory and responsibility in reconstructing our relationships to the Bombings of Hiroshima and Nagasaki.

Week 7: Absence and Loss: Remembering Hiroshima and Nagasaki

During your reading of the following two websites focus on one key image and/or text from these websites. Note specific URL addresses. Remembering Nagasaki www.exploratorium.edu/nagasaki/commentary - closely examine photographs and selected 10 narratives in the commentary section. Read and experience as much of this site as as possible. Nagasaki Nightmare: http://burn.ucsd.edu/atomintr.htm (go to “Image Library”) “From Yellow Peril to Japanese Wasteland: John Hersey’s “Hiroshima””, Patrick B. Sharp (Twentieth Century Literature, 2001 433-452) “Trauma, Absence, Loss” by Dominic Lacapra (Critical Inquiry, Summer 1999, 25:4, 696. 25 pp.) Day 1 : Fifteen to twenty minute intro lecture on the Hiroshima and Nagasaki nightmare at the level of everyday life. Student-selected images and narratives from these websites will be projected in class. Class discussion on the impact of anecdotal narratives and on-site photographs on our understanding of the bombings will be used.

Day 2: For your journal assignment, analyze the ways in which the ways in which victimizers (and in some cases, victimized) may be caught in a LaCaprian space of “repetition” and explore the ways in which adequate public memorialization can speak to and work towards a “working through”. This is consonant with Professor Reinschmidt’s work on museums and will be read “through” our learning experience in his segment of the course. Class will consist of lecture on the basics of LaCapra’s work (30 minutes) with a subsequent class led discussion on these relationships. 4 Week 8: Waiting for and (re)Creating the Barbarians

The Biggest Decision: Why we had to drop the Bomb, Maddox, Robert James, American Heritage, 00028738, May/Jun95, Vol. 46, Issue 3. Opinion: The Enola Gay Saves Lives, By: van de Velde, James R., Political Science Quarterly, 00323195, Fall95, Vol. 110, Issue 3 http://www.theenolagay.com/study.html Day 1  American military industrial complex discourse is hegemonic both in and out of Political Science – and the Hiroshima and Nagasaki bombings are no exception.  In your journal, contrast Maddox’s and Velde’s analyses on the “necessity” and even “humanitarian” nature of the bomb with the photographs and narratives from the previous week.  Class discussion on military justifications for the bombing. Day 2  Focused freewrite on the following question: Was General Paul Warfield Tibbets, Jr. a murderer of hundreds of thousands or was he “just following orders”? The truth lies between, but what is responsibility? What would you do?  Discussion on the nature of responsibility: Where does it begin and end? What is our responsibility as we re-member what happened and what can we do now?

Week 9: Postwar Reconstruction of Historical, Political, and Cultural Memories in Japan Constantine P. Cavafy’s poem “Waiting for the Barbarians” http://users.hol.gr/~barbanis/cavafy/ Day 1  Read the following chapters from Embracing Defeat: Japan in the Wake of World War II, John Dower:

 Fourteen “Censored Democracy: Policing the New Taboos”  Sixteen: “What Do You Tell the Dead When You Lose?”  Toge Sankichi’s poetry and translator’s introduction in “HIROSHIMA Three Witnesses” POEMS OF THE ATOMIC BOMB ed. & tr. Richard H. Minear. (not bilingual). Princeton University Press (NJ) 393 pp. 1990. Toge Sankichi’s poems with tr’s intro. are on pp.277-369.As time permits, please also see “Summer Flowers” by Hara Tamiki and “City of Corpses” by Ota Yoko

 Discussion on Dower’s text on the Japanese roles in reconstructing postwar Japan. 5 Day 2 Journal assignment: In the previous eight and a half weeks, we have covered considerable amounts of material. Finding a text or image, write a free verse poem on your relationship to how you remember the Hiroshima and Nagasaki bombings.

Discussion of Cavafy and Sankichi: What do they say about the bombings and war and what role can poetry play in restructuring our relationship to our relationship to one another? History is as much about the present (if not more) as it is about the past. What power dynamics are at work in the current world stages that are consonant with Cavafy’s and Sankichi’s poetry?

Section IV: The Rhetorical Constructedness of Hate: Discourses of Paranoia After the “Bomb” (Instructor: Lesley DiMare, Ph.D.)

This section suggests that the paranoid style in American politics as defined by Richard Hofstadter, “evokes qualities of heated exaggeration, suspiciousness, and conspiratorial fantasy” and constitutes a distorted rhetoric of leaders throughout Amercian history. Hoftatder’s original argument on the paranoid style is then expanded to include global discourses of paranoia and the rhetorical exigencies that allow the paranoid style to take root. Finally, we will examine how people can be stirred to hate and even to kill their neighbors, using the twisted caricatures of propaganda posters, biased cartoons, and distorted images both in print and on screen.

Objectives

 Understand the concept of “paranoia” as a discourse that constructs the “other.”

 Deconstruct symbolic representations of paranoid rhetoric.

 Relate the paranoid style to post-war Japan and global perspectives that perpetuated discourses regarding the dropping of the bomb.

Week 10

Class Activities

Day 1  Read The Paranoid Style in American Politics & Other Essays, by Richard Hofstadter, 1996, Harvard University Press, 3-34.

 Discuss the evolution of the paranoid style in Western culture and identify the primary characteristics of the paranoid style. 6 Day 2  Analyze the following rhetorical texts utilizing the elements of the paranoid style as delineated by Hofstadter:

 Jedidiah Morse: A Sermon Preached at Charlestown, November 29, 1798, (Worcester, Mass., 1799), pp.20-1.  “Populist Movement,” Economic Studies, I (August 1896), 201-202.  Congressional Record, 82nd Cong., 1st sess. (June 14, 1951) p. 6602.

Week 11

Class Activities

Day 1

 Read Faces of the Enemy: Reflections of the Hostile Imagination: The Psychology of Enmity, by Sam Keen, 2003.  Using Keen’s collection of images, deconstruct symbolic representations of “the” Japanese, French, Koreans, and American Indians. Discuss the manifestations of paranoia and the possible consequences related to the objects of such paranoia.

Day 2  View “Bowling for Columbine”. This film questions the fear Americans in the United States exhibit regarding everything from food products to global terrorism even when there are no statistics to support such fears. Implicit arguments are made in the film that these fears then morph into paranoid discourses that create a society of distrust and “racism”. In small groups identify the characteristics of paranoia has delineated by Moore.

Class Activities

Day 1

 Read Political Paranoia: The Psychopolitics of Hatred, by Robert S. Robins, & Jerrold M. Post, 1997, Yale University, Chapter 4, “The Need for Enemies: Nationalism, Terrorism, and Paranoid Mass Movements, 89-112.

 View Atomic Café. This video examines the use of propaganda and paranoid rhetoric to promote nuclear weapons. Through analysis of public service announcements, military training films, and TV programs the film outlines the rough chronology of the US nuclear weapons program, and lambastes the various arguments made by people supporting it.  Clips and interviews of those involved with dropping the A-bomb over Hiroshima and Nagasaki are presented. FDR, military commanders, pilots, scientists, and the American public are shown in an almost giddy state over the successful dropping of the A-bomb on 7 Japan, and their hope of the A-bomb in bringing peace by destroying the enemy from making and waging war. A jubilant America returned to normalcy – by immersing themselves in such things as marriage, shopping, and work- is juxtaposed with the devastating aftermath of the blast on Japan and its citizens.

Day 2  Analyze samples of newspaper clips, fiction, poetry, and historical documents from a variety of perspectives on the aftermath of the dropping of the bomb.

Section V - Management in Post-War Japan

(Instructor: Nhung Nguyen, Ph.D.)

Learning Objectives:

- Explain the role of personnel management in postwar Japan; - Identify the basic concepts in postwar Japan’s industrial relations; - Critique the myth surrounding the “consensus management” philosophy in Japanese corporations. - Compare and contrast Japanese personnel management to that of contemporary American corporations; - Critique the role of globalization in changing Japan’s personnel management approach.

Week 13: Introduction to Japan’s Industrial Relations

Reading assignment: Gordon, A. 1998. The Wages of Affluence: Labor and Management in Postwar Japan. Cambridge, Havard University Press. (Chapters 1, 9, & 10).

Week 14 – Japan’s Employment System

Reading assignment: Lincoln, J.R., & Yoshifumi, N. 1997. The transformation of the employment system: Nature, depth, and origins. Work and Occupations, February.

Mizutani, E. 1997. The Japanese management model--from ningen soncho to jiyu to jiko sekinin.

Benefits & Compensation International, October.

Week 15 – Japan’s Management and Leadership

Reading assignment: 8 Dalzell, T. 2000. The durability of Japanese personnel management? Journal of European Industrial Training, 24, 2/3/4, 167.

Nathan, J. 1999. Sony CEO's Management Style Wasn't `Made in Japan'. Wall Street Journal, Oct 7.

Tsutsui, W.M. 1996. W. Edwards Deming and the origins of quality control in Japan The Journal of Japanese Studies, Summer.