Outline
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Signature Assignment Outline
Sharleen Yang
West Coast University
HUM 370: Cultural Pluralism
Professor Nicole Crook
Jul. 12, 2020
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Signature Assignment Outline
I. Introduction
A. The Tokugawa or Edo period in Japan marked significant cultural and historical
events in Japan as it would mark the final rule of the Tokugawa Shogunate (feudal
military government). The culture and strong economy eventually paved the way for
future Imperial rule for the Country.
II. History
A. Edo (Jokamachi) was the capital of Japan from 1603 under Tokugawa Shogunate. At
the time, this capital proved to be one of the largest cities in the world and served as the
center of political power in Japan.
1. The Edo period existed between 1603 and 1868 and idealized an era of no war
based on isolationist strategy of the feudal military government.
B. Shogun is the title of the military official or dictator in power before Japan transitioned
into Imperial rule.
1. The start of the period was marked by the ruling shogun of Tokugawa Ieyasu
and eventually his son Hidetada.
2. Shogun along with daimyo (feudal military lords) held national and regional
authority in this time period to create the feudal structure.
a. Daimyo were further broken down into different classes that were r
regulated by a set of codes and laws including marriage, types of
weapons, etc.
C. Japan was influenced much by this feudal military state that reflected on its culture, traditions,
and customs. This was reflected in assets of life including art, societal classes, religion, etc. as
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urban populations grew and cultivated the ability for leisure time.
III. Cultural Context
A. Represented in U.S.
1. The United States had interactions with Japan during the later phases of the
Edo period. Commodore Matthew C. Perry had sailed into the Edo Bay in
1853. a. This appearance resulted in much conflict as the U.S. expected
the shogunate to be more open toward negotiations. Perry attacked
many of the Japanese ships as a result creating conflict that would
spill over into high tensions against the Japanese.
2. U.S. constant attempts at infiltration and trade with Japan created a divided
government on trade policy as the emperor wished to keep the U.S. out of
Japan completely, while the feudal daimyo wished to engage in war with the
U.S.
a. Abe Masahito compromised and allowed for Japan to trade with the
U.S. along with civil treatment towards U.S. sailors.
B. Individualistic/Collective
1. The individual cultural context in Japan during this period was defined by the
fashion, popular entertainment, and increasing awareness of individual
aesthetic.
a. Individuals began to realize their elegance and refinement in this period,
that was influenced by a stable economy.
2. The collective cultural context during the Edo period was reflected by Neo-
Confucianism, a moral Chinese philosophy (stemming from
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Confucianism, but more secular).
C. Artistic
1. The Edo period contributed many artistic works including, music, literature,
and art.
a. One type of art that emerged from this period was woodblock prints
called ukiyo-e.
1. Many people can attribute Japan to one of the most well-known
pieces of art that emerged out of this era, the painting The
Great Wave off Kanagawa which was a color ukiyo-e woodblock
print.
D. Values/Religion
1. Due to influence of Neo-Confucianism, the people of this era valued a powerful
government, but also a very humane one at the same time.
2. Another value the people of the Edo period displayed was the growing ideas of
secularism and rationalism. The people of Japan although spiritual, wanted
to really emphasize logical and reason when making choices instead of ones
based off pure religious beliefs.
3. The people of the Edo period created a way of life called chonindo, which is
roughly translated to way of the townspeople. Chonindo was valued as it
created desired qualities to have such as diligence, honesty, honor, loyalty
etc.
4. Buddhism and Shinto still existed alongside Neo-Confucianism, but more so
with the upper classes.
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E. Sex and Gender Roles
1. The samurai class the existed to serve under the feudal government was
comprised of both men and women. Samurai women also were expected
to fight and die, even though the Edo period was virtually free of war.
2. The townsmen class of people valued education for both boys and girls.
Literacy was very widespread during this era. While men became
actual merchants, women were expected to be literate and assist their
husbands and the family business.
a. Men of the townspeople needed to read, write, learn arithmetic
and ethics, while Samurai men focused more on honor.
3. Clothing was especially important to women in this era. Women were
defined by their clothing since it usually indicated what profession
and status that woman held.
4. Peasant women’s role was to help the family farm usually, as each farm
strived for independence without outside help.
IV. Acculturation
A. In order to assimilate into the Edo Period, one would first need to be able to define
which class they could exist in.
1. One must exist as either an individual a part of the feudal government,
including shogun and samurai, the working-class townsmen, or the
peasant class farmers.
a. Depending on which class, the modern 21st century individual must also
be aware of what gender role they will undertake depending on their sex.
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Women will be expected to fight, die, and be honorable in the
samurai class for example.
2. This culture also requires the knowledge of fluent Japanese, and to follow one
of the dominant religions (Neo-Confucianism, Buddhism, or Shinto).
3. People of this era are culturally distinct from the current Japan that we
associate with in our mind’s today. The Edo period had high respect for
military figures in government versus the current state of constitutional
monarchy.
V. Conclusion
A. The Edo period of Japan is one with many defining moments that span beyond just a
samurai warrior that is portrayed in the American media. The people, the art, the religion,
etc. are overlooked, despite their inherent importance on current Japanese culture.
B. The world is full of eras just like the Edo period filled with a dense history of people,
culture, and way of life that some of us have little knowledge of in the grand scheme of
things.
C. The end of the feudal military state is just one example of how people and culture can
begin to change and influence new eras and new ways of thinking. It is important to
recognize the past changes in other societies to hopefully aid is in recognizing what is
important what should change in our current one.
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References
A brief history of the arts of Japan: The Edo period (article). (n.d.). Retrieved July 13, 2020,
from https://www.khanacademy.org/humanities/art-asia/art-japan/japanese-art/a/a-brief-
history-of-the-arts-of-japan-the-edo-period
Edo Period (1603 - 1868). (n.d.). Retrieved July 13, 2020, from https://www.japan-
guide.com/e/e2128.html
Kincaid, C., Pawasarat, C., Mcdonald, R., & Andee. (2016, June 12). Gender Expectations of
Edo Period Japan. Retrieved July 13, 2020, from https://www.japanpowered.com/japan-
culture/gender-expectations-of-edo-period-japan
Life During the Edo Period. (n.d.). Retrieved July 13, 2020, from
https://www.ushistory.org/civ/10e.asp
Shogunate Japan: Religion. (n.d.). Retrieved July 13, 2020, from
https://libguides.stalbanssc.vic.edu.au/shogunate-japan/religion
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