IMAP Department of Philosophy

(Credit 2)
選択科目
Intended Year:
Intended School:
Topics in Japanese Humanities II
Topics in Japanese Humanities II
Sub Title  Hakata: Nambō Ryū Tea as Representative Local Ritual 聖地の博多における茶道南坊流
 福岡大学人文学部 教授 Tim CROSS
Numbering Code:
Course Code:
2017 SpringTerm
intensive
Hakozaki Classroom
E科目 (English, English)
: 2017/3/1 (11:59)
Course Overview Goals and outcomes
Our overall goal is to explore how tea culture is implicated in discourses of local and national identity. Part of our approach will be to examine how the most formal tea rites of the Nambō Ryū school of tea support a particular version of Japanese-ness. These rites include the kencha shiki (献茶式) procedures performed at Munakata Taisha and Kushida Shrine, and the kūcha shiki (供茶式) procedures performed at Tōrin-ji. By viewing tea practices as gendered forms of power and pleasure, we can hopefully investigate how the dialogue between various forms of authority sustains a distinctive Hakata identity. If time permits, we may map out how the domestic and international consumption of such local identities reduces them to the status of commodities.
Keywords : identity politics, tradition, transmission, 献茶式, 供茶式, 山笠
Prerequisites :
Required Ability :
Notes
Remote/On-site Information regarding Moodle
対面授業
リアルタイム-オンライン授業
ハイブリッド授業(対面+オンライン)
オンデマンド型授業
課題提出型授業

教職 :
資格 :
Course Objectives
かなり優れている 優れている 及第である 一層の努力が必要
MP_B2-a [総合把握力]
By the end of the course, the successful student will:
1) be familiar with the general details of the development of tea history from the seventeenth century onwards (wabi 佗, kirei sabi 綺麗さび, etc) and the representation of that mythology in film and other media as a background that informs local developments in tea practices.
Can account for tea development and its current forms without resorting to reference materials Can account for tea development and its current forms by occasionally resorting to reference materials Can account for tea development and its current forms with constant use of reference materials Needs assistance to account for tea development and its current forms
MP_A-b [芸術作品の理解]
2) have a working familiarity with the material culture of tea (being able to name and identify which utensils are used for the serving of thin and thick tea, etc).
Competent identification without resorting to reference materials Competent identification by occasionally resorting to reference materials Identification possible with constant use of reference materials Needs assistance to identify procedures
MP_A-b [芸術作品の理解]
3) be an astute observer who can identify key differences between serving procedures of various levels of formality.
Competent identification without resorting to reference materials Competent identification by occasionally resorting to reference materials Identification possible with constant use of reference materials Needs assistance to identify procedures
九州大学文学部ディプロマ・ポリシー   九州大学人文科学府人文基礎専攻ディプロマ・ポリシー
九州大学人文科学府歴史空間論専攻ディプロマ・ポリシー   九州大学人文科学府言語・文学専攻ディプロマ・ポリシー
九州大学文学部哲学コース・カリキュラムマップ   九州大学文学部歴史学コース・カリキュラムマップ
九州大学文学部文学コース・カリキュラムマップ   九州大学文学部人間科学コース・カリキュラムマップ
Course Plan
授業形態(項目) 授業形態(内容)
講義
外国語演習
原典資料演習
実習/フィールド調査
Problem-Based Learning (問題発見・解決型学習)
学生のプレゼンテーション
Moodle の使用
学外実習
野外実習

Textbooks : There is no one textbook
Reference Books : Hakata and tea readings:
Andrew Cobbing
Kyushu: Gateway to Japan (Folkestone: Global Oriental, 2009)
The Cultural Worlds of Northern Kyushu (Leiden: Brill, 2013)

Tim Cross
The Ideologies of Japanese Tea: Subjectivity, Transience and National Identity (Folkestone: Global Oriental, 2009)

Etsuko Kato
The Tea Ceremony and Women's Empowerment in Modern Japan: Bodies Re-presenting the Past (New York: Routledge Curzon, 2004)

Andrew Maske
Potters and Patrons in Edo Period Japan: Takatori Ware and the Kuroda Domain (Farnham: Ashgate, 2011)

Rough translations of Matsuoka Hirokazu, Chanoyu to Chikuzen: Rikyūra no ashiato to Nanpōroku no keifu [Chanoyu and Chikuzen: in the footsteps of Rikyū et al and the lineage of Nanpōroku] (Fukuoka: Kaichō, 2011).
Chapter 1 Ashiya tea kettles: 14th-16th century and recent revival
Chapter 2 Doubts about Rikyu Kamakake no Matsu (The Hakozaki pine tree Rikyū hung his kettle from)
Chapter 3 The exile of Kokei Sōchin, a zen teacher of Rikyū
Chapter 4 Chanoyu and Kobayakawa Takakage
Chapter 5 Chanoyu and Kuroda Josui (1546-1604)
Chapter 6 Tsuda Sōkyū and Kōgetsu Oshō
Chapter 7 Tachibana Minehira, The Master of Niten Ichiryū Art of Warfare
Chapter 8 Daimonjiya Gohei, A Prominent Merchant of Kyoto and Tachibana Jitsuzan
Chapter 9 Kaibara Ekiken (1630-1714) and Chanoyu
Chapter 10 Scribal Copying of Nampōroku and Kasahara Dōkei

Morgan Pitelka
Japanese Tea Culture: Art, history and practice (London: RoutledgeCurzon, 2003)

Sen Sōshitsu
The Japanese Way of Tea: From its origins in China to Sen Rikyū (Honolulu: University of Hawai‘i Press, 1998)

Kristin Surak
Making Tea, Making Japan: Cultural Nationalism in Practice (Stanford: Stanford University Press, 2012)


Fictocritical readings:
Outskirts: Feminisms Along the Edge surveys the theory, practice and pedagogy of fictocriticism, featuring engagements with fictocritical theory and practice by Anne Brewster, Moya Costello, Majena Mafe, and Rosslyn Prosser: Volume 20, May 2009
http://www.chloe.uwa.edu.au/outskirts/archive/volume20/fictocritical_issue

Tim Cross
‘Introducing Fictocriticism: Writing Reflexivities of History, Culture and Subjectivity’, Fukuoka University Review of Literature & Humanities, vol. 42, no. 4 (2011), pp. 1061-1113

Gabrielle Loraine Fletcher
‘Slight Anthropologies’, Cultural Studies Review, vol. 13, no. 2 (2007), pp. 1-19

Heather Kerr
‘Fictocritical Empathy and the Work of Mourning’, Cultural Studies Review, vol. 9, no. 1 (2003), pp. 180-200

Stephen Muecke
No Road (bitumen all the way), (Fremantle: Fremantle Arts Centre Press, 1997)
Joe in the Andamans and other fictocritical stories (Sydney: Local Consumption Publications, 2008)

Katrina Schlunke
Bluff Rock: Autobiography of a Massacre (Fremantle: Fremantle Arts Centre Press, 2005)

Michael Taussig
The Magic of the State (Chicago: University of Chicago Press, 1977)
Course Handouts :

Course Plan ()
Tentative Weekly Schedules Lecture Exercise, Field trip etc. Comments, suggestions for the course preparation, review, etc.
1 The local as history: relocating Hideyoshi from Hakozaki to Hakata
Optional field trip: Kushida Shrine,(ふすべ茶)
Field trip Pre-field trip reading: Hakata: the cultural worlds of northern Kyushu, chapter 9, pp. 189-210 (Hakata ori, Hakata ningyo)
Writing: fieldwork notes that address how tea culture incorporates local history as it moulds bodies and sensibilities
2 Ideological play: the pleasures of tea power Discussion Reading: ‘What is twenty-first century tea?’ Ideologies of Japanese tea, pp. 7-19
Class Plan:
1) Discussion: Linking fieldwork notes and the reading, what are the pleasures of tea power?
2) Lecture: Introduction to fictocriticism
3) Discuss ‘Slight Anthropologies’ by Gabrielle Fletcher, select fictocritical readings
4) Assign students responsibility for preparing ppt discussion questions for each chapter
5) Expression of student preferences and aspirations for the course
3 Introduction to tea history Discussion Reading: The Japanese Way of Tea: from its origins in China to Sen Rikyu, Parts 2 & 3, pp. 45-176 (arrival of tea in Japan, creation of the Way of Tea)
Class Plan:
1) Student-led discussion of tea reading material
2) Discussion: what aspects of current tea practice can be connected to these earlier ways of enjoying tea?
3) Reading and discussing fictocritical readings
4 Celebrating the unity of tea and zen
Shofukuji, 四頭茶会
Field trip Pre-field trip reading: Hakata: the cultural worlds of northern Kyushu, chapter 9, pp. 43-62 (zen)
Writing: fieldwork notes that address the relationship between architecture and affect
5 Introduction to Hakata history Discussion Reading: Kyushu: Gateway to Japan, chapters 8-10, pp. 142-212 (From Hideyoshi to Tokugawa)
Class Plan:
1) Student-led discussion of Kyushu reading material
2) Reading and discussing fictocritical readings
3) Preliminary discussions about final paper: content, and format (multiple sources, footnotes, bibliography)
6 Fictocritical writing: identifying thematic connections across genres) Discussion Class Plan:
1) Presentation and discussion of fictocritical fieldwork writing, moving towards an edited arrangement of pieces and fragments in an intelligible sequence
2) Mid-course review: connecting field trips and the readings
7 Introduction to Hakata tea history Discussion Reading: Hakata: the cultural worlds of northern Kyushu, chapters 3-5, pp. 63-118 (Hakata as marine centre, chanoyu in Hakata)
Class Plan:
1) Student-led discussion of Hakata reading material
2) Presentation and discussion of fictocritical fieldwork writing, moving towards an edited arrangement of pieces and fragments in an intelligible sequence
8 Critiquing tea legends Discussion Reading: Chanoyu to Chikuzen, Doubts about Rikyū Kamakake no Matsu, scribal copying of Nampōroku and Kasahara Dōkei
Japanese Tea Culture, chapters 1 & 2, pp. 18-60 (Imai Sōkyū, the politics of sixteenth century chanoyu pleasures)
Class Plan:
1) Student-led discussion of tea reading material
2) Discussion: given the doubts around the authenticity of Nampōroku and other local tea legends, what are some of the strategies for interpreting the experience of tea pleasure in Nambō Ryū tearooms?
9 The grand master model of tea transmission Discussion Pre-viewing reading: Making tea, making Japan, chapter 3 (iemoto), pp. 91-118
Ideologies of Japanese Tea, chapter 6 (iemoto), pp. 131-153
Class Plan:
1) In-class viewing 「父は家元」DVD: the Enshū family as tea transmission
2) Post-viewing writing: While keeping in mind the various strategies used to legitimate traditions and other lineages, what are the prospects for the future of tea in Japan in 2060?
10 Local ceramic production as national masterpieces Discussion Potters and Patrons in Edo Period Japan, chapters 4-7, pp. 93-230 (formation and perseverance of tea ware preferences)
Pre-class virtual shopping: go to a certain auction site, select a piece of Takatori ware that you find particularly impressive and bring a print of that piece to class.
Class plan:
1) Student-led discussion of Takatori reading material
2) Brief two minute presentations, explaining the charms of one piece of Takatori ware
11 The local as divine: tea as prayer-in-action
July 10 field trip Kushida Shrine: 献茶式 10 am, 男点前 11 am
Field trip Topic: The local as tradition: tea as prayer-in-action
Pre-field trip reading: Hakata: the cultural worlds of northern Kyushu, chapters 6 & 9, pp. 119-142, 211-230 (Yamakasa, noh)
12 The local as tradition: celebrate a life to acknowledge death
July 11 field trip Asa Yamakasa
Field trip Pre-field trip reading: Yamakasa maps
Please wear comfortable shoes and be ready to run
13 The local as divine: tea as prayer-in-action
13 July 12 field trip Kushida Shrine: 献茶式10 am, 野点(のだて)席 11 am
Field trip Pre-field trip reading: Japanese Tea Culture, chapter 8, pp. 184-203 (tea records)
14 Tea film as meta-history Discussion Pre-screening reading: please quickly skim ‘Kumai Kei: _Sen no Rikyu: Honkakubo Ibun_ (director Kumai Kei, 1989) transcript’, available from www.academia.edu
Class plan:
1) View the 1989 Kumai Kei film Death of a Tea Master (Sen no Rikyu: Honkakubo Ibun) in air-conditioned comfort (107 minutes)
2) Brief two minute presentations, outlining the content of final papers
15 Presentations: summarizing final papers Discussion Group discussion

Evaluation
Standpoint→
Evaluation Method
MP_B2-a
[総合把握力]
MP_A-b
[芸術作品の理解]
MP_A-b
[芸術作品の理解]
Grading Percentage, Disqualification etc.
In-class contribution In the case of absences, please email me before the class.

GPA Evaluation
A B C D F
授業を通じて、総じて「かなり優れている」に相当する活動を行った。 授業を通じて、概ね「優れている」を超える活動を行った。 授業を通じて、「及第する」に相当する活動を行った。 授業を通じて、総じて「及第する」には達しないものの、それに近い活動を行った。 授業を通じて、「一層の努力が必要」の活動にとどまった。

Additional Information regarding Evaluation Method : Your punctual attendance, and your active participation in classroom discussions and field trips are important (60%). Active participation includes such niceties as being able to work in way that supports the group and advances the understandings of its members.
Short fieldwork notes, two longer fictocritical writings and one major paper of 2500-2700 words, and preparing ppt presentations for assigned readings (40%).

Given that attendance is an important component of your final grade, if you are experiencing some difficulties that reduce your ability to meaningfully participate in class, please email me before the class. In the case of the fieldtrips, this courtesy is most appreciated.
Study Consultation (Office Hours) Study Consultation (Office Hours) :

Suggestion for success (Specific) : Please read the preparatory readings before the field trips.

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