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Contemporary Religion in Japan’s Ancient Capital

Sustaining and Recasting Tradition

Stanford Program in Kyoto, Spring 2020

Catherine Ludvik

catherine.ludvik@gmail.com

Class Time: Wednesdays 1:10–4:25

Office Hour: Wednesdays 4:30–5:30 or by appointment

Grading: 3 units or 4 units, letter grade

WAYS approved for Aesthetic and Interpretive Inquiry.

Course Description

This course explores contemporary Japanese attitudes to religion and popular forms of

religiosity in the context of the ancient capital of Kyoto, center of Japanese tradition and culture. Intersecting past and present, the city offers fascinating perspectives on

time-honoured syncretic religious traditions in symbiosis with modern developments

and the challenges they present.

Japanese people’s beliefs and practices, often described as a combination of Shinto and Buddhism, constitute a fabric of interwoven concepts, beliefs, customs, and religious

activities drawn from indigenous, as well as Korean, Chinese, and Indian origins. The

individual threads are still discernable, but over the ages the fabric and its patterns have

been assimilated and dyed into an indigenous hue recognized as Japanese religious

tradition.

Against this complex historical background, we will examine various aspects and

expressions of contemporary Japanese religion, including the pursuit of worldly

benefits, religion and healing, fortune-telling, the popularity of ascetic practices and

practitioners, pilgrimage, the enormous appeal of festivals (matsuri), the impact of

tourism on religious sites, new religions and their image, and the response of religion in times of crisis, such as natural disasters. Drawing on Kyoto’s rich religious landscape of

temples and shrines, as well as its busy calendar of vibrant ceremonies and festivals,

classes will be supplemented with organized field trips, and student assignments will be

based both on readings as well as site visits.

Textbook

1. Ian Reader, Religion in Contemporary Japan (Houndmills, Basingstoke,

Hampshire, and London: The MacMillan Press, 1991).

2. Other readings are posted in our class Dropbox.

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Course Requirements

For 3 units:

1. Attendance and participation: timely completion of the required readings, active

participation in classes and field trips, contributions to class discussions (15%)

2. Online course journal: contributions based on prompt questions (25%) 3. Class presentation based on religious activity fieldwork and research (30%) 4. Interview assignment (30%)

For 4 units:

1. Attendance and participation: timely completion of the required readings, active participation in classes and field trips, contributions to class discussions (5%) 2. Online course journal: contributions based on prompt questions (15%)

3. Class presentation based on religious activity fieldwork and research (20%)

4. Two writing assignments: interview assignment and short paper (40%, 20% each)

5. Final examination (20%)

Course Outline and Reading Assignments

April 8 1. Course Introduction

2. Shinto: Gods and Shrines

--Religion in Contemporary Japan, pp. 55–76.

April 12 (Sun) Field Trip to Ise Jingū and Futaminoura’s Meotoiwa

Full day!

Ise Jingū (https://matome.naver.jp/odai/2138081177876394601/2138081529479462303)

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--Bernhard Scheid, “Shintō Shrines: Traditions and Transforma-

tions,” in Handbook of Contemporary Japanese Religions, ed.

Inken Prohl and John Nelson (Leiden/Boston: Brill, 2012), pp. 75–95.

--Mark Teeuwen and John Breen, A Social History of the Ise

Shrines: Divine Capital (London: Bloomsbury Academic, 2017),

pp. 1–7.

--Also recommended: Joseph Cali and John Dougill, “Ise Jingu,” in Shinto Shrines: A Guide to the Sacred Sites of Japan’s Ancient

Religion (Honolulu: University of Hawai’i Press, 2013), pp.

214–222.

April 15 1. Shinto Shrines: Amulets, Rituals, and Festivals 2. Field Trip to Fushimi Inari: Forest of Torii and Tourists

--Religion in Contemporary Japan, pp. 175–193.

--Karen Smyers, “Inari Pilgrimage: Following One’s Path on the Mountain,” Japanese Journal of Religious Studies 24:3-4 (1997),

pp. 427–452. --Reference material: Fushimi Inari Guidebook (in Lounge)

Fushimi Inari (from https://digjapan.travel/en/blog/id=11415)

April 17 (Fri) Bing Field Trip to Myōshinji: Taizōin (Stanford students)

Meeting Zen Priest Matsuyama Daiko --John Dougill, Zen Gardens and Temples of Kyoto (Tokyo: Tuttle,

2017), pp. 92–99.

--Matsuyama Daiko, “Reasons for religion—a quest for inner

peace,” TEDxKyoto talk (2014, in Japanese, English subtitles available, 14:31 mins.): https://www.youtube.com/watch?v=8mAPA3YKC_A&feature=youtu.be

April 18 (Sat) Field Trip to “Midnight Nenbutsu” at Chion’in: Popularizing

Night/dawn! Buddhism. All-night (8:00pm–7:00am) recitation of the name of

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the Buddha Amida, continuously beating a mokugyō “wooden

fish” drum.

Chion’in Midnight Nenbutsu in Sanmon Gate (from https://www.gettyimages.co.jp/detail/ニュース写真

/buddhist-monks-chant-during-the-midnight-nenbutsu-at-sanmon-ニュース写真/470341660)

April 22 1. Japanese Buddhism: Buddhas, Kami and Temples

2. Field Trip to Sekizanzen’in: Japanese Religion Encapsulated

--Religion in Contemporary Japan, pp. 1–40.

--Buddhist pantheon reference material.

Sekizanzen'in

(from http://stat.ameba.jp/user_images/20091124/06/kazue-fujiwara/7e/65/j/o0600045010317342776.jpg?caw=800 )

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Apr 29 & May 6 GOLDEN WEEK HOLIDAY

May 11 (Mon) Field Trip to Tenryūji: zazen meditation and temple visit (afternoon, Recommended reading: John Dougill, Zen Gardens and Temples of

optional) Kyoto (Tokyo: Tuttle, 2017), pp. 18–25, 100–103.

Zazen practice (from https://www.veltra.com/en/asia/japan/kyoto/a/110827)

May 13 1. Discussion on Religion and Contemporary Japanese Society 2. Mountain Asceticism: Circumambulating Monks of Mt. Hiei

--Religion in Contemporary Japan, pp. 107–133. --Robert Rhodes, “The Kaihōgyō Practice of Mt. Hiei,” Japanese

Journal of Religious Studies 14:2-3 (1987), pp. 185–202.

***Interview Assignment due***

May 20 Lay Practitioners and Pilgrims

1. Shugendō: Yamabushi Mountain Ascetics and Lay Participants

Documentary Film: “Shugendo Now”

2. Shikoku Henro Pilgrimage: Contemporary Pilgrims, Youth Culture Spirituality, and Virtual Pilgrimage

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Shugendō Mountain Ascetics (from https://kyotoshunju.com/temple-en/shogo-in-temple/)

--Religion in Contemporary Japan, pp. 134–167.

--Ian Reader, “Pilgrimage Growth in the Modern World: Meanings

and Implications,” Religion 37 (2007), pp. 210–229.

--John Shultz, “Pilgrim Leadership Rendered in HTML: Bloggers

and the Shikoku Henro” in Japanese Religions on the Internet: Innovation, Representation and Authority, eds. Erica Baffelli, Ian

Reader and Birgit Staemmler (Routledge, 2011), pp. 101–117.

Also recommended: reference guide to “Shugendo Now” at

https://www.der.org/resources/guides/shugendo-now-study-guide.

pdf (there is also a printed copy in the lounge).

May 22 (Fri) Field Trip to Kyoto National Museum: Kannon Pilgrimage

Exhibition

(from https://www.kyohaku.go.jp/eng/special/index.html#anchor_displayitems)

May 27 ***Religious Activity Presentations***

--Sonoda Minoru, “The Traditional Festival in Urban Society,”

Japanese Journal of Religious Studies 2:2–3 (1975), pp.103–11.

June 3 1. Funerals and Ancestors

2. Socially Engaged Buddhism Documentary Film: “Souls of Zen: Buddhism, Ancestors, and the

2011 Tsunami” (2012)

--Religion in Contemporary Japan, pp. 77-101.

--Levi McLaughlin, “What Have Religious Groups Done After

3.11?” (Parts 1–2), Religion Compass 7:8 (2013), pp. 294–325.

***Paper Due***

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June 7 (Sun) Field Trip: Following the Circumambulating Monk (Ajari) at

Afternoon or Kitano Tenmangū and Saihōniji full day!

Walking with the Ajari

(from http://blogs.c.yimg.jp/res/blog-a3-78/egacite/folder/1474223/22/63261422/img_8?1401931560 )

--Catherine Ludvik, “In the Service of the Kaihōgyō Practitioners

of Mt. Hiei: The Stopping-Obstacles Confraternity (Sokushō kō) of

Kyoto,” Japanese Journal of Religious Studies 33:1 (2006), pp.

115–142.

June 10 ***Final Exam***

Policies:

All students should familiarize themselves with Stanford’s Honor Code as well as

University policies on sexual harassment as well resources for students with disabilities.

Academic Integrity

All students are expected to abide by the Stanford Honor Code with regard to classwork,

activities, and assignments. Plagiarism refers to the unattributed, direct copying of

language and/or ideas from a course other than yourself. This includes translations of source material into the target language. Plagiarism is strictly forbidden as a part of

Stanford’s Honor Code.

Violating the Honor Code is a serious offense, even when the violation is unintentional.

Students are responsible for understanding the University rules regarding academic integrity. The Honor Code is available

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at: https://communitystandards.stanford.edu/student-conduct-process/honor-code-and-f

undamental-standard

FERPA Student Record Privacy Policy

Please see: https://registrar.stanford.edu/students/student-record-privacy

Students with Documented Disabilities

Students who may need an academic accommodation based on the impact of a

disability must initiate the request with the Office of Accessible Education (OAE).

Professional staff will evaluate the request with required documentation, recommend

reasonable accommodations, and prepare an Accommodation Letter for faculty. Unless the student has a temporary disability, Accommodation letters are issued for the entire

academic year. Students should contact the OAE as soon as possible since timely notice

is needed to coordinate accommodations. The OAE is located at 563 Salvatierra Walk

(phone: 723-1066, URL: https://oae.stanford.edu/).

Communication and Getting Help:

Office hours Office hours will be held in the Stanford Japan Center by appointment or as stated the

syllabus.

Electronic mail and use of Dropbox

Students are expected to have access to email and to check it regularly. The instructor will use email or other means to send announcements to the class as needed.

The syllabus, lecture slides, some of the readings and other pertinent information will

be stored in the course secure Dropbox folder. Please notify the instructor if you have

any technical problems accessing these course resources; otherwise, they will assume that all students have access to readings and other course materials.

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Gardens of Kyoto Spaces of Aesthetic and Spiritual Contemplation

Stanford Japan Center, Spring 2020 Catherine Ludvik

catherine.ludvik@gmail.com Class Time: Mondays 1:10–4:25 Office Hour: Wednesdays 4:30–5:30 or by appointment Grading: 3 units, letter grade WAYS approved for Aesthetic and Interpretive Inquiry. Course Description Among the great cultural highlights of the ancient capital of Kyoto are its numerous breathtaking gardens of world renown. Embodying the human relationship to nature and the aesthetic values and spiritual mindsets of their designers, through both their forms and functions Japanese gardens also provide a lens into the social, historical, and artistic milieus of their time. A study of Kyoto’s gardens in their respective contexts, therefore, constitutes an analytical exploration of modes of conception, design, and experience of Japanese gardens in their many forms. This course takes students on a chronological stroll through Japanese gardens of different eras, types, and functions, spanning from their prehistoric origins to contemporary times. Focusing on representative garden examples from successive time periods, we will situate these gardens, their artistic designs, expressions of aesthetic values, as well as their uses, within their respective historical, social, cultural, and religious contexts. In the process of inquiry, we will analyze the frameworks of thought underlying changing concepts of gardens, and the rendering of aesthetic values into the choreography of forms and space in the art of garden design. The goals of this course are (a) to familiarize students with the principal types of gardens that have been produced in Japan throughout its history, (b) to enable them to recognize characteristic forms of design as expressions of aesthetic values and spiritual mindsets; (c) to have students acquire an awareness of the contexts (historical, social, cultural, artistic, and religious) within which these gardens take shape, and the analytical skills to identify the

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concepts, theories, and assumptions of these contextually-based frameworks of thought; (d) to study and also to experience the traditional activities that take place within the gardens in order to understand, intellectually as well as practically, their functions, which also govern their design. Textbook and Course Materials Marc Peter Keane, Japanese Garden Design (Charles E. Tuttle, Tokyo, 1996 or 2017 paperback reprint, also available as Kindle ebook). Referred to as “Keane” in weekly readings. Other readings are posted in Dropbox. Requirements 1. Attendance and participation: timely completion of the required readings

for each class, active participation in classes and field trips, contribution to class discussions. (15%)

2. Online course journal: contributions based on prompt questions. (25%) 3. Short paper: either a textual study of ancient garden manuals in English

translation, or an object-based study of a specific garden design element. (30%)

4. Final presentation (individual or in groups of two) based on research and fieldwork: analysis of a Kyoto garden in terms of its history, design features, and functions, in reference to the gardens, design elements, and aesthetics studied in class. (30%)

Course Outline and Readings INTRODUCTION April 6 1. Course Introduction: course outline and requirements 2. Garden Origins: humans, nature, and gardens

3. Shinto Shrine Spaces and Imperial Palace Courtyards Readings: Keane, pp. 5–18; Marc Peter Keane, The Art of Setting Stones & Other Writings from the Japanese Garden (Berkeley, California: Stonebridge Press, 2002), pp. 16–27, 122–136.

April 12 (Sun) Field Trip to Ise Jingū and Futaminoura’s Meotoiwa Full day! Readings: William H. Coaldrake, “The Grand Shrines of Ise and Izumo” in Architecture and Authority in Japan (London:

Routledge, 1966), pp. 16–51; Gunter Nitschke, From Shinto to

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Ando: Studies in Architectural Anthropology in Japan (London: Academy Editions, 1993), pp. 67–71.

l Ise Jingū (from https://yorikanekeiichi.com/sikinen-sengu-ise-jingu-4329.html) and Futaminoura’s Meoto Iwa (from https://www.stocksy.com/38203/japan-central-honshu-chubu-ise-shima-futami-meoto-iwa-wedded-rocks-these-two-rocks-are-considered-to-be-male-and-female-and-have-been-joined-in-matrimony-by-shimenawa-sacred-ropes-which-are-renewed-in-a-special-festival-each-year)

HEIAN PERIOD (794–1185) April 13 1. Heian Aristocratic Residential Pond Gardens 2. Field Trip to Daikakuji: Osawa Pond Garden

Readings: Keane, pp. 21–42, 118–123; Sakuteiki: Visions of the Japanese Garden. A Modern Translation of Japan’s Gardening Classic, Jirō Takei and Marc P. Keane (Tokyo: Tuttle, 2008), pp. 39–85, 151–156; Wybe Kuitert, Themes in the History of Japanese Garden Art (University of Hawai’i Press, 2002), pp. 41–52.

DaikakujiOsawaPondGardenwithdragonboat(fromhttp://www.taleofgenji.org/daikakuji.html )

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April 17 (Fri) Bing Trip (Stanford students) to Taizōin’s “Kanō Motonobu Garden” within Myōshinji: ink painting and dry-landscape gardens

Reading: John Dougill, Zen Gardens and Temples of Kyoto (Tokyo: Tuttle, 2017), pp. 92–97.

April 20 1. Buddhist Paradise Gardens 2. Field Trip to Byōdōin: Buddha Amida’s Pure Land in Uji

Readings: Keane, p. 124; Sakuteiki, pp. 87–124, 183–188; David and Michiko Young, The Art of the Japanese Garden (Tokyo: Tuttle Publishing, 2005), pp. 90–93. Also recommended: Kuitert, Themes in the History of Japanese Art, pp. 19–25.

Byōdōin(fromhttps://www.jnto.go.jp/eng/spot/shritemp/byodoin.html ) KAMAKURA TO MUROMACHI PERIODS (1185–1573) April 27 1. Gardener’s Perspective: field trip to meet the head gardener of

Tenryūji, bamboo-cutting in the Arashiyama Bamboo Forest, and the 120 varieties of moss in the Tenryūji garden 2. Zen Temple Complexes: architecture and landscape design layout Readings: Keane, pp. 47–65, 128, 140–141; Kuitert, Themes in the History of Japanese Art, pp. 72 (Musō Kokushi)–83 (also recommended: pp. 63–72); Dougill, Zen Gardens and Temples of Kyoto, pp. 18–25, 100–103.

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Arashiyama Bamboo Forest (from http://amazingplanetnews.com/beautiful-bamboo-forest-japan/)

May 4 Golden Week Holiday (no class) May 11 Dry-landscape Gardens: zazen meditation and garden raking Field Trip to Tenryūji

Reading: Keane, pp. 132–139, 146–150; Keane, The Art of Setting Stones, pp. 100–117; Kuitert, Themes in the History of Japanese Garden Art, pp. 83–94.

Garden raking at Ryōanji (from http://www.cobblestonefarms.biz/japanese-sand-garden/ )

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MOMOYAMA PERIOD (1573–1615) TO CONTEMPORARY May 18 1. Tea Gardens, Tea Houses, and Tea Ceremony 2. Field Trip to the Yūhisai Kōdōkan: tea ceremony with

Urasenke Tea Instructor Bruce Hamana Reading: Keane, pp. 69–82, 131, 142–144, 155–157; Marc Peter Keane, The Japanese Tea Garden (Berkeley, California: Stone Bridge Press, 2009), pp. 1-18, 67-107, 112-120 (amply illustrated).

Yūhisai Kōdōkan (from http://blog.goo.ne.jp/hirokikurioka/e/2903d361c850dde24d62881ae9eb4d12) and tea ceremony (from

http://zaodich.webtretho.com/forum/f2933/5-dung-cu-pha-tra-khong-the-thieu-trong-nghe-thuat-tra-dao-nhat-ban-2539994/ )

May 25 1. Machiya Townhouse Gardens

2. Field trip to Chōie Kyoto Machiya Readings: Keane, pp. 85–96, 151–154; Kuitert, Themes in the History of Japanese Garden Art, pp. 141–149; Nitschke, From Shinto to Ando, pp. 85–93; WMF Machiya Project, “History of Kamanza Chō-ie and its Restoration.” Also recommended: Wybe Kuitert, Japanese Gardens and Landscapes, 1650–1950 (Philadelphia: University of Pennsylvania Press, 2016), pp. 47–64. Viewing: “Tsubo-niwa: Life Enhanced by Quintessential Spaces” (NHK Core Kyoto -28 mins.) at: https://www.youtube.com/watch?v=S6bKt5-MrCk

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Tsuboniwa garden (from https://www.youtube.com/watch?v=S6bKt5-MrCk ) June 1 1. Stroll Gardens to Public Parks 2. Field trip to the Kyoto Botanical Gardens and Tadao Ando’s

Garden of Fine Arts Readings: Keane, pp. 99–112; Kuitert, Japanese Gardens and Landscapes, 1650–1950, pp. 187–219; Alice Y. Tseng, Modern Kyoto: Building for Ceremony and Commemoration, 1868-1940 (University of Hawaii Press, 2018), pp. 181–190, 215–220.

Kyoto Botanical Gardens (from https://resources.realestate.co.jp/living/best-places-to-live-in-kyoto-according-to-

locals/attachment/kyoto-botanical-garden/) and Tadao Ando’s Garden of Fine Arts (from https://www.architravel.com/architravel/building/museum-of-fine-arts/)

June 8 Class Presentations Policies: All students should familiarize themselves with Stanford’s Honor Code as well as University policies on sexual harassment as well resources for students with disabilities.

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Academic Integrity All students are expected to abide by the Stanford Honor Code with regard to classwork, activities, and assignments. Plagiarism refers to the unattributed, direct copying of language and/or ideas from a course other than yourself. This includes translations of source material into the target language. Plagiarism is strictly forbidden as a part of Stanford’s Honor Code. Violating the Honor Code is a serious offense, even when the violation is unintentional. Students are responsible for understanding the University rules regarding academic integrity. The Honor Code is available at: https://communitystandards.stanford.edu/student-conduct-process/honor-code-and-fundamental-standard FERPA Student Record Privacy Policy Please see: https://registrar.stanford.edu/students/student-record-privacy Students with Documented Disabilities Students who may need an academic accommodation based on the impact of a disability must initiate the request with the Office of Accessible Education (OAE). Professional staff will evaluate the request with required documentation, recommend reasonable accommodations, and prepare an Accommodation Letter for faculty. Unless the student has a temporary disability, Accommodation letters are issued for the entire academic year. Students should contact the OAE as soon as possible since timely notice is needed to coordinate accommodations. The OAE is located at 563 Salvatierra Walk (phone: 723-1066, URL: https://oae.stanford.edu/). Communication and Getting Help: Office hours Office hours will be held in the Stanford Japan Center by appointment or as stated the syllabus. Electronic mail and use of Dropbox Students are expected to have access to email and to check it regularly. The instructor will use email or other means to send announcements to the class as needed. The syllabus, lecture slides, some of the readings and other pertinent information will be stored in the course secure Dropbox folder. Please notify the instructor if you have any technical problems accessing these course resources; otherwise, they will assume that all students have access to readings and other course materials.

OSPKYOTO 55 Exploring Japan’s Media Landscape Stanford Program in Kyoto Spring 2020

Faculty: James T Hamilton

Contact: jayth@stanford.edu

Tuesdays, 14:55-16:25 and 16:40–18:10 Room M207

This course will examine Japanese media through the lenses of economics, politics, and media

studies. A key goal is to understand the forces that shape the creation of content across different

demands that individuals in Japan have for information as consumers, producers, entertainment

seekers, and voters. Broad themes covered include the ways that markets transform information

into news, the operation of the marketplace of ideas, the economics of digital entertainment

markets, and the operation of social networks. Distinctive features of Japanese media examined will

included anime, manga, national newspapers such as Asahi Shimbun and Yomiuri Shimbun, and the

NHK public broadcasting system. Media coverage of preparations for the 2020 Olympics in Tokyo

will be a key focal point for discussion. (Note: no previous study of economics, politics, or media

studies required).

Course elements will include participating in class discussions, writing three short papers, and

delivering a presentation in class. The course will provide an overview of the economic, political, and

cultural forces driving the creation of Japanese media content. Equipped with this framework,

students will then be asked to pick samples of Japanese media and explain how markets, politics,

and culture shape the form and content of what they’ve chosen to examine.

Each Tuesday class will be broken into two parts. The first session features a lecture and seminar

style discussion focused on the readings. The second session focuses on discussion of student

papers. The discussions will proceed on the assumption that students have done all the assigned

reading for that week by the start of class on Tuesday.

Prior to each class you should read the memo posted on the course website. The memo may contain

discussion questions about the readings, answers to queries raised in the previous class, and a link to

a recent media article for you to consider. You should come prepared to talk about discussion

questions and to analyze the media article.

Grading will be based 20% on class participation, 20% for each of the three reader response papers

assigned throughout the quarter, and 20% for the student presentation made on June 9th. Reader

response papers are 750 word essays (c. three pages) on assigned topics and are due at the start of

class on Tuesdays. The due dates for student papers will be staggered throughout the quarter. If

your last name begins with A through L, you will have papers due at the start of class on Week 3, 5,

and 7. If your last name begins with M through Z, you will have papers due at the start of class on

Week 4, 6, and 8. You may choose to turn a paper in late, with a penalty of one grade step for each

day late (e.g., with a B+ becoming a B for one day late, with a new day defined as starting at

midnight). You may miss one class meeting without affecting your class participation grade.

Reminders: You should turn off and put away all electronic devices (e.g., laptop, phone, tablet)

before class starts. Although the course may overlap with meal times, you should not bring food to

class, leave the class during discussions, arrive late, or simply watch the discussion unfold without

participating. Students are expected to adhere to the Honor Code and Fundamental Standard in all

assignments and activities related to this class.

Guest speakers, in person and via Skype, may include people from NHK and Huffington Post Japan.

1 Demand and Supply Concepts in Media Markets April 7

Hamilton, James T. All the news that's fit to sell: How the market transforms information into news.

Chapter 1. Princeton University Press, 2004.

https://web.archive.org/web/20170204191013/http://press.princeton.edu/chapters/s7604.html

Hamilton, James T. "What’s the incentive to save journalism?" Will the last reporter please turn out the lights: The collapse of journalism and what can be done to fix it (2011): 277-288. http://bit.ly/1obZSgN Note: Each week a memo posted on the Canvas site will contain several links to recent (e.g., 2019 or

2020) media articles in English relating to the week’s topic.

2 Newspapers April 14

Hamilton, James T. "News that sells: Media competition and news content." Japanese Journal of Political Science 8.1 (2007): 7-42. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/479C4C1DA028B7033971F81E9C784680/S1468109907002460a.pdf/news_that_sells_media_competition_and_news_content.pdf Villi, Mikko, and Kaori Hayashi. "“The Mission is to Keep this Industry Intact” Digital transition in the Japanese newspaper industry." Journalism Studies 18.8 (2017): 960-977. https://www.tandfonline.com/doi/full/10.1080/1461670X.2015.1110499 3 Television April 21

Nishioka, Yoko. "Stability and Possible Change in the Japanese Broadcast Market: A Comparative

Institutional Analysis." (2017). https://www.econstor.eu/bitstream/10419/168526/1/Nishioka.pdf

Asai, Sumiko. "An Examination of Terrestrial and Broadcasting Satellite Broadcasters' Programming

by Type: What Factors Influence Program Diversity in the Multi-channel Era?." Journal of Media

Economics 27.1 (2014): 20-37.

https://www.tandfonline.com/doi/pdf/10.1080/08997764.2013.873441

4 Books April 28

Kinsella, Sharon. Adult manga: Culture and power in contemporary Japanese society. Routledge,

2013. Chapters 1.

Schodt, Frederik L. Dreamland Japan: Writings on modern manga. Stone Bridge Press, Inc., 2011.

Chapters 1.

5 Video Games May 12

Aoyama, Yuko, and Hiro Izushi. "Hardware gimmick or cultural innovation? Technological, cultural,

and social foundations of the Japanese video game industry." Research policy 32.3 (2003): 423-444.

https://www.sciencedirect.com/science/article/pii/S0048733302000161

Kohler, Chris. Power-up: how Japanese video games gave the world an extra life. Courier Dover

Publications, 2016, Pages 267-292.

6 Movies May 19

Napier, Susan J. Anime from Akira to Howl's moving castle: Experiencing contemporary Japanese

animation. St. Martin's Griffin, 2005. Chapters 1 and 2.

MacWilliams, Mark W. Japanese visual culture: Explorations in the world of manga and anime.

Routledge, 2008. Chapter 2.

7 Music May 26

Asai, Sumiko. "Firm organisation and marketing strategy in the Japanese music industry." Popular

Music 27.3 (2008): 473-485. https://www.jstor.org/stable/pdf/40212403.pdf

Moody, Andrew J. "English in Japanese popular culture and J‐Pop music." World Englishes 25.2

(2006): 209-222. https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.0083-2919.2006.00460.x

8 Social Media June 2

Ng, Mark. "Factors influencing the consumer adoption of Facebook: A two-country study of youth

markets." Computers in Human Behavior 54 (2016): 491-500.

https://www.sciencedirect.com/science/article/pii/S074756321530100X

Takikawa, Hiroki, and Kikuko Nagayoshi. "Political polarization in social media: Analysis of the

“Twitter political field” in Japan." Big Data (Big Data), 2017 IEEE International Conference on. IEEE,

2017. https://arxiv.org/ftp/arxiv/papers/1711/1711.06752.pdf

9 Student Presentations June 9

Each student will offer a 5-7 minute presentation relating to media coverage or representation,

current or anticipated, of the 2020 Tokyo Olympics.