The process of cultural transmission is relevant to us all. Cultural transmission includes both the transmission of tradition from one generation to the next and the transmission of new knowledge or cultural patterns from anybody who is aware of the new knowledge or cultural patterns to anyone who is not. As teachers, we transmit aspects of culture to our students. By telling students "to cooperate with each other," we are transmitting a valued tradition in our society. By having students salute the flag, we are transmitting certain U.S. beliefs. Parents transmit culture to their children. Raising children with a particular religion or language, for example, would be an example of the transmission of culture from one generation to the next.

An excellent way to examine the process of cultural transmission is to examine one country's influence on another country. The case of historical contact between China and Japan provides a myriad of examples of cultural transmission from one country to another. This unit first focuses on the periods in Japanese history up to the reign of Prince Shotoku (A.D. 592-622). We will examine Prince Shotoku's role in the transmission of Chinese culture to Japan. Students will consider differing perspectives on the sacred and will also have the opportunity to become acquainted with three modern day Buddhists who are actively involved in the process of cultural transmission today.

Prince Shotoku was undoubtedly one of the most influential people in Japanese history. He played a central role in the transmission of ideas, institutions, and technology from China to Japan. In particular, he was very influential in the development of Buddhism in Japan. Japanese had previously sent embassies to China, but Prince Shotoku reinstituted them on a larger scale during his reign. The California History-Social Science Framework (1988), page 65, notes that,

With the establishment of direct relations between the Chinese and Japanese courts in A.D. 607, Japanese artists, craftspersons, scribes, interpreters, and diplomatic dignitaries made frequent visits to China. Members of Japan's upper classes studied Chinese language, literature, philosophy, art, science, and government. Buddhism was introduced and blended with Japan's traditional Shinto religion, "the way of the gods."

This unit is comprised of five lessons. Lesson 1 deals with the transmission of culture to Japan and sets the historical context for the study of religion in Japan. Because of Prince Shotoku's strong influence on the development of Buddhism in Japan, Lesson 2 provides a brief introduction to Buddhism along with an introduction to Shinto. Lesson 3 focuses on the joint practice of Buddhism and Shinto in Japan. Lesson 4 is about differing perspectives on the sacred, and Lesson 5 offers three personal profiles of Buddhists with whom students will have the opportunity to become acquainted.

Background information about Japanese history and culture is provided for the teacher.

Finally, please pay special attention to the "Guidelines for Teaching about Religion" (see Appendix D) published by the California State Department of Education when teaching this unit; try to emphasize the importance of respecting different religious beliefs and practices.

Unit Goals

Knowledge

• define and give examples of cultural transmission
• learn basic features of Japanese history prior to the reign of Prince Shotoku
• examine Prince Shotoku's role in the transmission of Chinese culture to Japan
• be introduced to brief histories and the basic tenets of Buddhism and Shinto
• be introduced to the joint practice of Buddhism and Shinto in Japanese life
• be introduced to Japanese religious holidays, festivals, and rituals
• become familiar with traditional sacred images in Japan
• gain an understanding of the term "sacred" and ways in which the sacred is expressed in society
• be introduced to different perspectives on Japanese religion
• examine the ways in which a religion is spread from one culture to another
• learn that religion is passed from generation to generation by committed believers(cultural transmission)
• understand that Buddhism is practiced today in the United States and Japan
• learn that religious teachers and leaders work to convey values and beliefs to others

Attitude

• appreciate the importance and relevance of another country's historical culture
• consider Chinese influence on Japanese culture
• gain a cultural sensitivity to Japanese religion and culture
• become aware of the relevance of cultural transmission in our lives
• recognize that different cultures have different images of the sacred
• consider how religion functions in society
• realize that images of the sacred are recognized and respected by both the religious and non-religious members of society
• realize that images of the sacred are an intrinsic part of a culture and are carried along in the process of cultural transmission
• consider why some people choose to become religious teachers and become aware of the concerns that they hope to address

Skill

• analyze and interpret visual materials (slides)
• practice interviewing skills
• identify sacred symbols and images
• compare notions of the sacred in different cultures
• analyze primary sources
• share information and opinions
• practice writing skills and compose a letter
• practice working in small groups