Fieldwork in Kamakura

Total Page:16

File Type:pdf, Size:1020Kb

Fieldwork in Kamakura 06 Chapter 05 HJB:Master Testpages HJB 10/10/07 11:26 Page 80 CHAPTER 5 FIELDWORK IN KAMAKURA Today, kamakura is a tourist city with a population of about 170,000 (which is the 131st among the 725 cities in Japan). during the kamakura period (1185–1333), however, the city ranked as second in Japan and was specifically the centre of the samurai world. one of the epoch-making events in Japanese history was the establishment of the kamakura shogunate (a samurai regime) by minamoto yoritomo 源頼朝 (1147–99). until that time, the political, economic and cultural powers had been concentrated solely in Heian-kyo# where the emperor resided. minamoto yoritomo, however, mobilized the samurai and established a military regime at kamakura, making the kanto# region the political centre. members of the minamoto and the Ho#jo# clans controlled the kamakura regime until 1225. The administration was managed mainly by regents who supported the shoguns. The Ho#jo# was the family from which yoritomo’s wife, masako 政子 (1157–1225), had come. Thus, the minamoto clan and the Ho#jo# clan respectively played a very significant role in the kamakura shogunate, which resulted in the construction of many temples associated with the two clans.This is because in those days religion and politics were closely (if not, inseparably) related. The Ho#jo# family had built four important temples – kencho#ji, Engakuji, ko#myo#ji and Gokurakuji, while minamoto yoritomo founded Tsurugaoka Hachimangu#. 80 06 Chapter 05 HJB:Master Testpages HJB 10/10/07 11:26 Page 81 Fieldwork in Kamakura The ‘Great Buddha’ of Kamakura The ‘Great Buddha’, or daibutsu, sits in the precincts of the ko#tokuin Temple, known officially as ‘daiisan-ko#tokuin- sho#jo#senji’, which is a temple of the Jo#do (Pure Land) sect of Buddhism. The present kamakura daibutsu is a statue of amita#bha Buddha with a height of 11.36 metres and a gross weight of 121 tonnes. although made of bronze and gold, it is not shining gold because the green rust which covers the statue makes it look blue-green to our eyes. The daibutsu is a very striking image, partly because it is slightly hunched forward, which, according to sculpture historians, indicates the influ- ence of the typical style of the statue of amita#bha Buddha produced in song dynasty China. The statue of the kamakura Buddha is also indicative of the close relationship between China and Japan that existed in those days. The kamakura daibutsu, unlike the To#daiji daibutsu, is not placed in a daibutsu-den, or the building for great Buddha statues. it just sits there exposed to the elements. Naturally, when originally built, the daibutsu sat in a daibutsu-den. initially, the official name of the temple was ‘daibutsu-den’ and there was no other building that belonged to the temple except the daibutsu- den for housing the statute of the amita#bha Buddha. after the destruction of the daibutsu-den by the tsunami caused by the meio# earthquake of 1498 (meio# 7), the building was never rebuilt, and the daibutsu has remained exposed to the elements ever since.yuten of the shiba Zo#jo#ji in Edo directed repair work in the eighteenth century, but the daibutu-den was never reconstructed. it was the twenty-third day of the third month of 1238 (rekinin 1), when a Buddhist monk named Jo#ko# began the kanjin campaign (religious fund-raising through public dona- tions) and initiated the construction of the kamakura daibutsu. The daibutsu sits in a place called Fukazawa, and the valley where the daibutsu is situated used to be called the daibutsu-ga- yatsu (daibutsu valley), located on the western boundary of kamakura.The boundary areas at that time were a hellish place, where corpses were scattered and gravely ill men and beggars lurked. many refugees gathered there in times of famine. For example, during the great famine of 1274 (Bun-ei 11), a large 81.
Recommended publications
  • A MILLENNIAL PERSPECTIVE the World Angus Maddison Provides a Comprehensive View of the Growth and Levels of World Population Since the Year 1000
    Development Centre Studies «Development Centre Studies The World Economy A MILLENNIAL PERSPECTIVE The World Angus Maddison provides a comprehensive view of the growth and levels of world population since the year 1000. In this period, world population rose 22-fold, per capita GDP 13-fold and world GDP nearly 300-fold. The biggest gains occurred in the rich countries of Economy today (Western Europe, North America, Australasia and Japan). The gap between the world leader – the United States – and the poorest region – Africa – is now 20:1. In the year 1000, the rich countries of today were poorer than Asia and Africa. A MILLENNIAL PERSPECTIVE The book has several objectives. The first is a pioneering effort to quantify the economic performance of nations over the very long term. The second is to identify the forces which explain the success of the rich countries, and explore the obstacles which hindered advance in regions which lagged behind. The third is to scrutinise the interaction between the rich and the rest to assess the degree to which this relationship was exploitative. The World Economy: A Millennial Perspective is a “must” for all scholars of economics and economic history, while the casual reader will find much of fascinating interest. It is also a monumental work of reference. The book is a sequel to the author’s 1995 Monitoring the Economy: A Millennial Perspective The World World Economy: 1820-1992 and his 1998 Chinese Economic Performance in the Long Run, both published by the OECD Development Centre. All OECD books and periodicals are now available on line www.SourceOECD.org www.oecd.org ANGUS MADDISON This work is published under the auspices of the OECD Development Centre.
    [Show full text]
  • Social Studies Curriculum
    Missoula Area Curriculum Consortium Kindergarten-Grade 12 SOCIAL STUDIES CURRICULUM May 6, 2009 Alberton K-12, Bonner Elementary, Clinton Elementary, DeSmet Elementary, Drummond K-12, Florence-Carlton K-12, Frenchtown K-12, Lolo Elementary, Potomac Elementary, Seeley Lake Elementary, Sunset Elementary, Superior K-12, Swan Valley Elementary, Valley Christian K-12, Woodman Elementary TABLE OF CONTENTS MCCC 2008-2009 K-12 SOCIAL STUDIES COMMITTEE MEMBERS 1 MCCC STUDENT EXPECTATIONS 3 CURRICULUM PHILOSOPHY 3 GUIDING PRINCIPLES 4 CONTENT SCOPE AND SEQUENCE 5 SOCIAL STUDIES STANDARDS 6 NCSS CURRICULUM STANDARDS FOR SOCIAL STUDIES 6 LEARNER COMPETENCIES 8 MEETING DIVERSE STUDENT NEEDS 8 MONTANA CODE ANNOTATED-INDIAN EDUCATION FOR ALL 9 TEACHING ABOUT CONTROVERSIAL ISSUES 10 ASSESSMENT 10 GRADE/COURSE LEVEL LEARNER COMPETENCIES: Kindergarten: Learning and Working Now and Long Ago 11 Grade 1: A Child’s Place in Time and Space 15 Grade 2: People Who Make a Difference 20 Grade 3: Community and Change 23 Grade 4: Montana and Regions of the United States 28 Grade 5: United States History and Geography: Beginnings to 1850 31 Grade 6: World History and Geography: Ancient Civilizations 39 Grade 7: World History and Geography: Medieval and Early Modern Times 48 Grade 8: United States History and Geography: Constitution to WWI 59 Grade 6-8: Historical and Social Sciences Analysis Skills 71 Grades 9-12: World Geography 72 Grades 9-12: Montana: People and Issues 76 Grades 9-12: Modern World History 79 Grades 9-12: Ancient World History 87 Grade 10: Modern
    [Show full text]
  • Social Studies Curriculum
    WASHINGTON WEST SUPERVISORY UNION SOCIAL STUDIES CURRICULUM Crossett Brook Middle School Fayston Elementary School Harwood Union Middle and High School Moretown Elementary School Thatcher Brook Primary School Waitsfield Elementary School Warren Elementary School October 16, 2001 August 29, 2001 Dear Reader, During the opening phases of writing this document, the committee referred to a variety of materials to begin formulating the work found within these pages. We examined the national standards, state standards, and curricula from other states and districts within Vermont. After exploring these materials, the committee began preparing the skeleton of the document. This phase of the process was long and arduous. It took years of collaboration and compromise. The Scope and Sequence that follows represents a draft that has been reviewed by the committee, the administration, WWSU educators, and experts in the field outside our supervisory union. This document was written for the purpose of informing the practitioner who will use it to guide his or her teaching in the classroom. However, the committee encourages any educator to share his or her pieces with other interested parties. The committee recognizes there might be a need to interpret the meaning of the content for the layperson. The Social Studies Curriculum will include overlying materials such as the WWSU Pre-K – 12 scope and sequence, goals and desired outcomes. Following this overlying material, each grade level includes an introduction sheet with theme(s), geography implications, community service project guidelines, questions to consider, and key concepts covered in that grade. A partial list of resources is included and will be added to at a later date.
    [Show full text]
  • Medieval Japan
    Medieval Japan Kingaku Temple in Kyoto, Japan A..D..300 A..D.7.700 1100 1500 c. A.D. 300 A.D.646 1192 c. 1300s Yayoi people Taika reforms Rule by Noh plays organize strengthen shoguns first into clans emperor’s powers begins performed Chapter Overview Visit ca.hss.glencoe.com for a preview of Chapter 5. Early Japan Physical geography plays a role in how civilizations develop. Japan’s islands and mountains have shaped its history. The Japanese developed their own unique culture but looked to China as a model. Shoguns and Samurai Conflict often brings about great change. Japan’s emperors lost power to military leaders. Warrior families and their followers fought each other for control of Japan. Life in Medieval Japan Religion influences how civilization develops and culture spreads. The religions of Shinto and Buddhism shaped Japan’s culture. Farmers, artisans, and merchants brought wealth to Japan. View the Chapter 5 video in the Glencoe Video Program. Categorizing Information Make this foldable to help you organize information about the history and culture of medieval Japan. Step 1 Mark the midpoint of the Step 2 Turn the Reading and Writing side edge of a sheet of paper. paper and fold in Jap an As you read the chapter, each outside edge organize your notes to touch at the by writing the main midpoint. Label ideas with supporting as shown. details under the appropriate heading. Draw a mark at the midpoint Early Shoguns and Life in Japan Samurai Medieval Japan Step 3 Open and label your foldable as shown.
    [Show full text]
  • Bowl Round 4 Bowl Round 4 First Quarter
    NHBB C-Set Bowl 2017-2018 Bowl Round 4 Bowl Round 4 First Quarter (1) In 1858, this object was recast in Whitechapel, after which a team spent 18 hours hauling this object to its belfry. This object was silenced following the death of Margaret Thatcher, and is currently disconnected during renovations of Elizabeth Tower. \Quarter bells" that play the Westminster Chimes every 15 minutes accompany, for ten points, what massive bell that names an iconic London clock tower? ANSWER: Big Ben (accept descriptive answers about the bell in Big Ben that say \Big Ben;" prompt on descriptive answers like \the bell in Westminster" that don't say \Big Ben;" prompt on the Great Bell) (2) Hermogenes recounts this man's desire to die relatively young in order to escape the afflictions of old age in an account of this man's Apology by Xenophon. This husband of Xanthippe was put to death by an Athenian tribunal by drinking hemlock on charges of corrupting the youth. For ten points, name this classical philosopher whose namesake \method" employs rigorous questioning and who mentored Plato. ANSWER: Socrates (3) This case was briefly interrupted when judge Robert Jackson suffered a heart attack. The \massive resistance" movement attempted to circumvent this case's ruling, which was to be carried out with \all deliberate speed." Thurgood Marshall argued for the plaintiffs in this case, which struck down Plessy vs. Ferguson. For ten points, name this Supreme Court case that overturned the \separate but equal" principle in public schools. ANSWER: Brown vs Board of Education of Topeka, Kansas (4) During this battle, heavy fighting took place near Papelotte and La Haye Sainte.
    [Show full text]
  • Kamakura Period, Early 14Th Century Japanese Cypress (Hinoki) with Pigment, Gold Powder, and Cut Gold Leaf (Kirikane) H
    A TEACHER RESOURCE 1 2 Project Director Nancy C. Blume Editor Leise Hook Copyright 2016 Asia Society This publication may not be reproduced in full without written permission of Asia Society. Short sections—less than one page in total length— may be quoted or cited if Asia Society is given credit. For further information, write to Nancy Blume, Asia Society, 725 Park Ave., New York, NY 10021 Cover image Nyoirin Kannon Kamakura period, early 14th century Japanese cypress (hinoki) with pigment, gold powder, and cut gold leaf (kirikane) H. 19½ x W. 15 x D. 12 in. (49.5 x 38.1 x 30.5 cm) Asia Society, New York: Mr. and Mrs. John D. Rockefeller 3rd Collection, 1979.205 Photography by Synthescape, courtesy of Asia Society 3 4 Kamakura Realism and Spirituality in the Sculpture of Japan Art is of intrinsic importance to the educational process. The arts teach young people how to learn by inspiring in them the desire to learn. The arts use a symbolic language to convey the cultural values and ideologies of the time and place of their making. By including Asian arts in their curriculums, teachers can embark on culturally diverse studies and students will gain a broader and deeper understanding of the world in which they live. Often, this means that students will be encouraged to study the arts of their own cultural heritage and thereby gain self-esteem. Given that the study of Asia is required in many state curriculums, it is clear that our schools and teachers need support and resources to meet the demands and expectations that they already face.
    [Show full text]
  • The Medieval Globe
    The Medieval Globe Volume 2 Number 1 Article 1 December 2015 The Medieval Globe 2.1 (2016) Carol Symes University of Illinois, Urbana-Champaign, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/tmg Part of the Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons, Classics Commons, Comparative and Foreign Law Commons, Comparative Literature Commons, Comparative Methodologies and Theories Commons, Comparative Philosophy Commons, Medieval History Commons, Medieval Studies Commons, and the Theatre History Commons Recommended Citation Symes, Carol (2015) "The Medieval Globe 2.1 (2016)," The Medieval Globe: Vol. 2 : No. 1 , Article 1. Available at: https://scholarworks.wmich.edu/tmg/vol2/iss1/1 This Complete Issue is brought to you for free and open access by the Medieval Institute Publications at ScholarWorks at WMU. It has been accepted for inclusion in The Medieval Globe by an authorized editor of ScholarWorks at WMU. For more information, please contact [email protected]. THE MEDIEVAL GLOBE Volume 2.1 | 2016 THE MEDIEVAL GLOBE The Medieval Globe provides an interdisciplinary forum for scholars of all world areas by focusing on convergence, movement, and interdependence. Contri­ not encompass the globe in any territorial sense. Rather, TMG advan ces a new butions to a global understanding of the medieval period (broadly defined) need theory and praxis of medieval studies by bringing into view phenomena that have been rendered practically or conceptually invisible by anachronistic boundaries, categories, and expectations. TMG also broadens dis cussion of the ways that medieval processes inform the global present and shape visions of the future.
    [Show full text]
  • The Last Samurai: the Life and Battles of Saigo Takamori
    THE LAST SAMURAI The Life and Battles of Saigo- Takamori MARK RAVINA John Wiley & Sons, Inc. THE LAST SAMURAI THE LAST SAMURAI The Life and Battles of Saigo- Takamori MARK RAVINA John Wiley & Sons, Inc. This book is printed on acid-free paper. Copyright © 2004 by Mark Ravina.All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada Design and production by Navta Associates, Inc. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as per- mitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty:While the publisher and the author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accu- racy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.The advice and strategies contained herein may not be suit- able for your situation.You should consult with a professional where appropriate.
    [Show full text]
  • Introduction to the Taiheiki: the Chronicle of Great Peace
    Volume 14 | Issue 14 | Number 2 | Article ID 4904 | Jul 15, 2016 The Asia-Pacific Journal | Japan Focus Introduction to the Taiheiki: The Chronicle of Great Peace Joan Piggott Helen McCullough translated and published the well known courtier Tōin Kinsada (1340-99) first twelve chapters of the medieval military names the monk Kojima as one author, while chronicle Taiheiki, The Chronicle of Great Imagawa’s Criticisms of the Taiheiki mentions Peace, in 1979. In the late 1980s and early two other monks, Echin and Gen’e, as 1990s, Kyoko Selden and I, then colleagues on compilers. Gen’e was an intimate of Ashikaga the faculty of Cornell University, beganTakauji’s younger brother and lieutenant meeting weekly to read, discuss, and translate Tadayoshi (1306-52), as well as a prominent a broad range of Japanese historical texts, scholar of China’s Sung dynasty (960-1279). including sections of theTaiheiki through Since both Echin and Gen’e died in the 1350s, Chapter 19 (out of forty). Our short-term they would have been early contributors to the objective was to develop materials for an manuscript.2 As for the issue of how the early interdisciplinary seminar that would introduce story was written, historian Satō Kazuhiko more of the Taiheiki to English readers. In this thinks that, at least for battle narratives, the special issue, two selections from theauthors used records made by Ji-sect monks, Taiheiki—the dramatic and tragic death of Go- who followed armies of the day and tended to Daigo’s cast-off son Prince Moriyoshi (alt. funerary rites on the battlefield.
    [Show full text]
  • Yama No Kami~Die Japanische Berggottheit
    Yama no Kami~die japanische Berggottheit (Teil I : Grundvorstellungen) V o n N e l l y N a u m a n n INHALTSVERZEICHNIS (English summary p. 331-339) Einleitung. 0.1 Quellenmaterial. 0.2 Stand der Forschung. 0.3 “Berg” und “Wald” in Japan. 0.4 Das Thema und seine Probleme. Die Mythen des K ojiki und Nihonshoki. 1.1 Die Mythentexte. 1.11 Entstehungsmythen. 1.12 Wei ter e Mythen. 1.2 Analyse der Mythen. 1.21 Entstehungsmythen. Anzahl der Berggottheiten. “Oberste Berggottheit”. 1.22 Name und Wesen. 1.23 Die Berggottheiten der eroberten Gebiete. Yama no kami, die Gottheit der Jager und Waldarbeiter. 2.1 Der <(Herr der Tiere5*. 2.11 Tiergestalt des Yama no kami. 2.12 Der Spender des Jagdgliicks. 2.121 Legenden. 2.122 Opfer und Gebete vor der Jagd. 2.123 Danksagung nach der Jagd. Behandlung des er- legten Wildes. 2.13 Weitere Jagdriten. 2.14 Der Beschiitzer der Haustiere. 134 NELLY NAUMANN 2.15 Kurze Zusammenfassung. Tradition. Beziehungen des Yama no kami als Jagdgottheit zu den Jagdgottheiten der nordeurasischen Volker. 2.16 Anhang: Motive in Mythen, Sagen und Marchen, die sich auf einen Wild- oder Waldgeist beziehen. 2.2 Der “Herr des Waldes”. 2.21 Der Besitzer des Bodens. 2.22 Der Herr der Baume. 2.221 Der Baum als Wohnsitz des Yam a no kami. 2.222 Opfer beim Fallen von Baumen. 2.223 Der “Erste Gang in den Wald”,das Heimbringen von Baumchen und Zweigen und ihre Verwendung. 2.224 Der Schopfer und Erhalter des Waldes. 2.23 Die “Baumseele”.
    [Show full text]
  • The History of Law in Japan, Through Historical Sources Murakami Kazuhiro & Nishimura Yasuhiro Eds. Translated and Interpret
    The History of Law in Japan, Through Historical Sources Murakami Kazuhiro & Nishimura Yasuhiro eds. Translated and Interpreted by Dan Sherer Lecture 3: The Judicial Formulary of 1232 and Medieval Law Traditionally, schoolchildren in Japan have been taught that the Kamakura shogunate began in 1192, when Minamoto no Yoritomo (1147-99) was appointed Barbarian-subduing Generalissimo (seii taishōgun, hereafter “shogun”) by the monarch’s court. Lately, however, the trend has been to teach 1185, the year when Yoritomo defeated the Ise Taira, defeated and killed his brother Minamoto no Yoshitsune, and appointed the first military governors and land stewards. Other possibilities have also been put forward as well, including the year Yoritomo raised troops against the Taira in Izu and entered Kamakura (1180), the year that the Taira escaped westward and Go-Shirakawa gave his official imprimatur to Yoritomo’s rule in the east (1183), and the year of Yoritomo’s appointment as Captain of His Majesty’s Inner Palace Guards of the Right (1190). The beginning of the “Kamakura shogunate” is ambiguous. In Japanese schools the focus is on military governance, which began with Yoritomo as the shogun in Kamakura and the initiator of 1 warrior government—the shogunate—that endured until the modern period (the third shogunate, that of the Tokugawa shoguns, was disestablished in 1868). Setting its beginning in 1192, in contrast, emphasizes longer term shogunate-court relations that are vital to understanding medieval Japanese history. According to this narrative, military organization allowed Yoritomo to succeed in the Gempei Wars (1180-85). The houseman (gokenin) and land steward (jitô) systems, as the foundations of the shogunal lord-and-retainer relationship, were subsequently enabled by the relationship between the Kyoto court and the Kamakura shogunal government.
    [Show full text]
  • Medieval Japan Through Art: Samurai Life in Medieval Japan
    www.colorado.edu/ptea-curriculum/imaging-japanese-history Medieval Japan Through Art: Samurai Life in Medieval Japan by Jaye Zola, Retired Teacher and Librarian, Boulder Valley Schools Introduction: Teachers are encouraged to read “Medieval Japan: An Introductory Essay,” by historian Ethan Segal, prior to conducting this lesson. The introductory essay may also be assigned to students with advanced reading abilities (grades 11-12). The essay provides context for this lesson by sketching the history of medieval Japan. Medieval Japan saw warfare and chaos. The growth of the warrior class and the influence of Buddhism eventually gave rise to a refined culture having roots in the classical Japanese tradition. The time period referred to as medieval Japan actually comprised three distinct periods: the Kamakura (1185-1333), Muromachi (1336-1573), and Momoyama (1568-1603). Beginning with the Kamakura through the mid-19th century, military rulers governed Japan. During the Muromachi and Momoyama, the feudal structure concentrated wealth, culture, and power in the hands of feudal lords called daimyō. The social structure of samurai as retainers to noble lords enabled a few powerful daimyō to eventually be shogun or the military ruler. This lesson is designed to challenge the view of sword-wielding samurai of U.S. movies. Rather than focusing on one particular art form, this lesson uses a variety of images from scrolls, screens, and artifacts. Using these visual sources, students learn about the three different periods of medieval Japan. Adding to the visual record of this time period, literature selections bring the voice of the samurai into the historical account.
    [Show full text]