Zhao, Ruijie

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Scholarship at Parkland

Parkland College SPARK: Scholarship at Parkland Global Studies Initiatives in Social Sciences 2020 - 2021 Global Studies Initiatives in the Social Sciences Spring 2021 Global Studies Initiative Faculty Report: Interdisciplinary Collaborations Ruijie Zhao Follow this and additional works at: https://spark.parkland.edu/global_studies_2021  Part of the East Asian Languages and Societies Commons Open access to this Project Report is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. Global Studies Faculty Report, page 1  Global Studies Initiative  Parkland College, AY 2020–2021  Aims of Global Studies Initiative: Parkland’s Global Studies Initiative promotes the addition to Parkland’s courses of instructional materials on global issues with a focus on the European Union, Russia, Eastern Europe, and Eurasia, and East Asia, Southeast Asia, and the Pacific. Further, it aims to provide faculty with instructional design tools and aid them with the implementation of new course materials in the classroom.   Global Studies Initiative Faculty Report: Interdisciplinary Collaborations  Faculty Name:  _____Ruijie Zhao_____________________   __________________________________  Courses Taught (course name(s), section number): _     HUM 103-001__       _______________________  Please answer the following questions to complete this report: 1. Please describe an assignment or class material covered in your course that teaches students about global issues or, better yet, teaches them about the areas of the world covered in this initiative: the European Union, Eastern Europe, Russia, Eurasia, East Asia, Southeast Asia, and the Pacific. You can attach the assignment rubric, instructions, and/or syllabus or course schedule to this report if you wish. If you have no current materials or assignments dealing with global issues, describe an idea you have for a new assignment or course material you wish to adopt.   I plan to share a Chinese fairy tale, a Japanese fairy tale and a Korean fair tale with the class and ask the students to identify the values, philosophies they see in these stories. Take the Chinese fair tale for example, what gender roles do they see in the man and woman? What family structure does the story promote? What behaviors that may not be acceptable in the West are acceptable in the East? How about relationships and marriage? What is the role of parents in a Chinese marriage? How do the Chinese connect with nature? How does the story compare with a story of your home culture? The Chinese fairy tale is copied at the end of this report.         Global Studies Faculty Report, page 2    2. Parkland College faculty have developed six general learning outcomes to help students acquire essential skills, knowledge, and values that will serve them in their future careers. The Global Awareness and Ethical Reasoning outcome states that students will demonstrate an understanding of global issues, gender and sexual orientation, multicultural perspectives, and/or the role of ethical core values in making personal, social, academic, and professional decisions. Please reflect on how the assignment or materials you described in the previous question contributes to this learning outcome or could be modified to better fit this outcome.  This assignment compares and contrasts how women and relationships could be depicted differently globally. Having a beautiful girl from a noble family seems to the dream of a poor, lowly Chinese man. Women are expected to weave, cook, and raise children, while men do hard labor work in the field. Romantic love could be ideal, but the role of parents can never be under estimated. Parents have the power to separate a couple, and make them meet just once a year. Though the couple only meets once a year, they are still faithful to each other and love each other. Chinese also believe in the sacred power of “heaven,” believe it has the supernatural ability to change or determine anyone’s fate.   3. How do you think learning about global issues and other areas of the world benefits your students in your field of study or discipline? It exposes the students to a different way to see relationships, duty, and parental power.  4. Do you believe your course could benefit from more interdisciplinary collaborations on global issues participating, for instance, in some of the collaborative teaching initiatives presented by your group in your joint report? Explain your answer.  Yes, I believe so. My group members would like to see the impact of fairy tales, meaning how fairy tales could change a person or reflect the key values of a culture.       Thank you very much for participating in the Global Studies Initiative and completing this report!    Global Studies Faculty Report, page 3  【英文】 The legend has been handed down for nearly 2 millennia. The story has been recorded as far back as the Jin Dynasty (256-420 AD). Poets composed hundreds of verses on the love story and many types of Chinese opera tell the story.    The Chinese people believe that the star Vega（织女星）, east of the Milky Way, is Zhi Nu and, at the constellation of Aquila（天鹰座）, on the western side of the Milky Way, Niu Lang waits for his wife.   Zhi Nu was said to be the youngest of seven daughters of the Queen of Heaven. With her sisters, she worked hard to weave beautiful clouds in the sky, while Niu Lang was a poor orphan cowherd, driven out of his home by his elder brother and his cruel wife.   Niu Lang lamented over his lonely and poor life with an old cow, his only friend and companion. The magical cow kindly told him of a way to find a beautiful and nice woman as his life companion.   Under the direction of the cow, Niu Lang went to the riverside on an evening, where the seven fairies slipped out of their heavenly palace to bathe.   He took one of the beautiful silk dresses the fairies had left on the bank. When the fairies left the water, the youngest couldn''t find her clothes and had to see her sisters fly back to heaven without her.   Then Niu Lang came out with the dress and asked the youngest fairy, Zhi Nu, to stay with him.   Several years passed on Earth, which were only a few days in heaven. Niu Lang and Zhi Nu lived happily together and had two children before the Queen of Heaven discovered Zhi Nu''s absence.   She was so annoyed she had Zhi Nu brought back to heaven. Seeing his beloved wife flying in the sky, Niu Lang was terrified. He caught sight of the cowhide hanging on a wall. The magical cow had told him before dying of old age: "Keep the cowhide（牛皮） for emergency use."   Putting the cowhide on, he went after his wife with his two children.   With the help of the cowhide, Niu Lang was able to follow Zhi Nu into heaven. He was about to reach his wife when the Queen showed up and pulled off her hairpin to draw a line between the two. The line became the Silver River in heaven, or the Milky Way.  Zhi Nu went back to the heavenly workshop, going on weaving the clouds. But she was so sad, and missed her husband across the Silver River so much that the clouds she weaved seemed sad. Finally, the Queen showed a little mercy, allowing the couple to meet once every year on the Silver River.   

Global Studies Initiative Faculty Report: Interdisciplinary Collaborations

https://spark.parkland.edu/cgi/viewcontent.cgi?article=1013&context=global_studies_2021

Global Studies Initiative Faculty Report: Interdisciplinary Collaborations

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Scholarship at Parkland