Meiji Transformation (1868-1900) in Japan was a turning point in the history of the state. Due to the Western approach of modernization in internal political, economic and social spheres; in other words, the transition from a traditional society to modern, Japan became one of the leading world countries. However, in big cities such as Tokyo, Kyoto, and Osaka, such modernization was more tangible than in the provincial small towns or villages, where the strong connection with traditions was still present. Our textbook illustrates that, according to the Oath, 1868, it was proclaimed to unite everyone, discard old status distinctions, public discussion important, old customs replaced, and seek knowledge around the world (348). “Botchan” by Netsuke
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Our textbook shows examples that, “The Five Injunctions issued to commoners the next day had a different message. They were to practice the Confucian virtues of loyalty, filial piety, chastity, obedience, and harmony; stop demonstrations and protests; shun Christianity; conform to international public law; and stay in Japan” (349). As a result, it led immoral behaviors and lack of honor of that period people who go through modernity. Ambiguities in the oath speak to the oligarchs’ lack of agreement on national goals. In the story, it can clearly be seen immorality and lack of honor in “Badger,” “Red Shirt” and “Clown”. Several memorable events affirm this like the episode when the main hero was forbidden to visit public restaurants where he could be seen by the pupils eating tempura or dango. It was considered “a material pleasure”. However, running after a geisha was a “mental consolation.” (Soseki 70). Alternatively, it can be seen in the situation of “love tringle” between teacher Koga “Hubbard Squash”, Madonna and “Red Shirt.” The main hero claims on the ignobility of the head teacher, who won the fiancée on false pretense and afterward banished from the school and town teacher Koga. Alternatively, it can be seen in the situation when “Red Shirt” contrived the fight between pupils to dispose of the teacher of Math Hotta “Porcupine”. On the other hand, the ideals, faith in justice, directness …show more content…
For example, in our course book, the authors illustrate that, “Nineteenth century Korea faced many challenges: three rebellions caused largely by the state’s failure to solve long-standing institutional and economic problems, intermittent persecution of Catholics, a series of young kings whose wives’ relatives dominated the government, and the threat to national survival by foreign imperialism” (363). In fact, Korea also tried to reform their society/country and to do modernization. Additionally, the authors mention that, “Competition between Japan and Russia gave Koreans the opportunity to promote reforms, nationalism, and modern social and political organizations” (400). Moreover, “Korean domestic rebellion and a strengthened Japan brought Chinese influence”(363). Like this, modernization of Japan is the universal story that has similar roots in the other East Asia countries as Korean, China, and Taiwan, where modernization of the society also took
Our textbook shows examples that, “The Five Injunctions issued to commoners the next day had a different message. They were to practice the Confucian virtues of loyalty, filial piety, chastity, obedience, and harmony; stop demonstrations and protests; shun Christianity; conform to international public law; and stay in Japan” (349). As a result, it led immoral behaviors and lack of honor of that period people who go through modernity. Ambiguities in the oath speak to the oligarchs’ lack of agreement on national goals. In the story, it can clearly be seen immorality and lack of honor in “Badger,” “Red Shirt” and “Clown”. Several memorable events affirm this like the episode when the main hero was forbidden to visit public restaurants where he could be seen by the pupils eating tempura or dango. It was considered “a material pleasure”. However, running after a geisha was a “mental consolation.” (Soseki 70). Alternatively, it can be seen in the situation of “love tringle” between teacher Koga “Hubbard Squash”, Madonna and “Red Shirt.” The main hero claims on the ignobility of the head teacher, who won the fiancée on false pretense and afterward banished from the school and town teacher Koga. Alternatively, it can be seen in the situation when “Red Shirt” contrived the fight between pupils to dispose of the teacher of Math Hotta “Porcupine”. On the other hand, the ideals, faith in justice, directness …show more content…
For example, in our course book, the authors illustrate that, “Nineteenth century Korea faced many challenges: three rebellions caused largely by the state’s failure to solve long-standing institutional and economic problems, intermittent persecution of Catholics, a series of young kings whose wives’ relatives dominated the government, and the threat to national survival by foreign imperialism” (363). In fact, Korea also tried to reform their society/country and to do modernization. Additionally, the authors mention that, “Competition between Japan and Russia gave Koreans the opportunity to promote reforms, nationalism, and modern social and political organizations” (400). Moreover, “Korean domestic rebellion and a strengthened Japan brought Chinese influence”(363). Like this, modernization of Japan is the universal story that has similar roots in the other East Asia countries as Korean, China, and Taiwan, where modernization of the society also took