Reading and Lecture Analysis Journal Value: 100 points Due: See syllabus and/or iLearn Objective: Write 10 reading and lecture analysis journal entries that employ course materials from each unit. These reading and lecture analysis journal entries provide you with an opportunity to do the following: · To enable you to understand your learning process; · To deepen the quality of learning, in the form of critical thinking or developing a questioning attitude; · To increase active involvement in learning and personal ownership of learning; · To enhance creativity by allowing you to write about what you found to be interesting or want to know more about; · To free-up writing and the representation of learning; · To provide you a chance to ‘voice’ your ideas and to show that you are learning from course materials and resources; · To foster reflective and creative learning that promotes appreciation for human diversity, pluralism, multicultural, global perspectives, and lifelong learning. Scope: Each entry should be single-spaced and about one to two full pagees in length. After you complete the assigned readings and viewed all other learning resources for a particular week’s lesson, you can select a topic or topics that most interested you, or that provoked a reaction, or that you have questions about and want to process. There is no right or wrong, as each entry will be measured and evaluated on its content, quality of analysis, and clarity of writing.  Note re: citing lectures. If it is Prof. Lee's lectures, citations should look like this (Lee, "title of lecture", week #). Assignment: Write 10 reading and lecture analysis journal entries that employ course materials from each unit. The entries must do the following: · Must be one to two full pages in length, single space; · All entries must be in one Word document, as you will submit this file on TurnItIn through iLearn; · You must discuss a topic or topics or question or questions that you have after completing the assigned readings and other learning resources available on iLearn; · You must directly engage with at least three learning resources (one of them must be an assigned reading; the other two can be other readings, videos, land/or lectures) in each entry! [Note: You can impress Prof. Lee by using more than the required three learning resources!] If your entry does not fulfill this requirement, it will result in an automatic 0/10. Please do make sure you engage with a required reading from the unit of the week. · Not meeting required resources above will result in -3 points deduction for each of the two remaining required resource.  · You must engage with assigned readings and other learning materials in the course by using proper citations and quotations using MLA, APA, Chicago, or Harvard styles for writing. · You must include a Works Cited that is properly formatted. Omitting a Works Cited will result in -3 points deduction.  · You can use outside resources if you investigated a to.

1. Reading and Lecture Analysis Journal
Value: 100 points
Due: See syllabus and/or iLearn
Objective:
Write 10 reading and lecture analysis journal entries that
employ course materials from each unit.
These reading and lecture analysis journal entries provide you
with an opportunity to do the following:
· To enable you to understand your learning process;
· To deepen the quality of learning, in the form of critical
thinking or developing a questioning attitude;
· To increase active involvement in learning and personal
ownership of learning;
· To enhance creativity by allowing you to write about what you
found to be interesting or want to know more about;
· To free-up writing and the representation of learning;
· To provide you a chance to ‘voice’ your ideas and to show that
you are learning from course materials and resources;
· To foster reflective and creative learning that promotes
appreciation for human diversity, pluralism, multicultural,
global perspectives, and lifelong learning.
Scope:
Each entry should be single-spaced and about one to two full
pagees in length.
After you complete the assigned readings and viewed all other
learning resources for a particular week’s lesson, you can select
a topic or topics that most interested you, or that provoked a
reaction, or that you have questions about and want to process.
There is no right or wrong, as each entry will be measured and
evaluated on its content, quality of analysis, and clarity of
writing.
Note re: citing lectures. If it is Prof. Lee's lectures, citations
should look like this (Lee, "title of lecture", week #).

2. Assignment:
Write 10 reading and lecture analysis journal entries that
employ course materials from each unit.
The entries must do the following:
· Must be one to two full pages in length, single space;
· All entries must be in one Word document, as you will submit
this file on TurnItIn through iLearn;
· You must discuss a topic or topics or question or questions
that you have after completing the assigned readings and other
learning resources available on iLearn;
· You must directly engage with at least three learning
resources (one of them must be an assigned reading; the other
two can be other readings, videos, land/or lectures) in each
entry! [Note: You can impress Prof. Lee by using more than the
required three learning resources!] If your entry does not fulfill
this requirement, it will result in an automatic 0/10. Please do
make sure you engage with a required reading from the unit of
the week.
· Not meeting required resources above will result in -3
points deduction for each of the two remaining required
resource.
· You must engage with assigned readings and other learning
materials in the course by using proper citations and quotations
using MLA, APA, Chicago, or Harvard styles for writing.
· You must include a Works Cited that is properly formatted.
Omitting a Works Cited will result in -3 points deduction.
· You can use outside resources if you investigated a topic
further, but not in lieu of the three required resources from each
unit.
· Writing is important, so make sure you write early and edit.
Clarity of writing is important and an important skill to
develop. In order to do this successfully, it is recommended that
you do not wait until the last minute.
· Be thoughtful in each entry. Provide analysis and link/connect
as many class resources as possible to each entry. This is your
chance to show that you have read the assigned readings, watch

3. the videos and lectures, and have thoughtfully and creatively
reflected on the data, ideas, and arguments of all learning
materials.
· There is no right or wrong “answers” in this assignment. You
will be evaluated on the quality of the content.
· All late submission will receive -3 points deduction; each
additional day is -3 points per day.
· Please see the Rubric for Writing Assignments for more
information on how writing is evaluated.
· Tip: Be aware of only summarizing: this assignment calls for
analysis, which means your ability to: apply things you learn in
the class to the real world; your ability to synthesize theoretical
concepts (unpacking the theory, testing the theory, questioning
the theory); your ability to critique arguments, ideas, theories
covered in class materials; your ability to offer your own unique
insights into an issue; and your ability to put various voices into
a dialogue.
For example:
A says "..." which confirms B's notion of ..... but differs from
C's conclusion about....; My experience suggest name-a-concept
is valid because....; Name-a-concept argues that... which A, B,
and Z validated in their research. However, another school of
thought contends....
This entry received a 10/10 for fulsome meaningful engagement
with assigned reading and original creative analysis.
I originally signed up for this class thinking it would be more of
a survey of Asian Religious Traditions – apparently, I was
wrong (as stated in the syllabus.) Originally, I was
disappointed, but after having completed the first readings and
watched the videos, I’m both glad and interested that it is not. I
must confess that this class will likely be difficult for me, as a
straight white male (otherwise known as “the devil” in these
current times) but that doesn’t deter me. I grew up in the Bay
Area and feel fortunate to have been raised around a very

4. diverse group of friends. I admit to thinking that racism was
something I read about in the history books as it wasn’t
something I overtly experienced. In 1996 I joined the military
and spent a lot of time in the South (specifically Florida,
Georgia, South Carolina, and Virginia) where I realized racism
was still occurring, while watching my friends get treated
differently than me depending on what neighborhood we were
in. Those feeling came rushing back as I continued the readings
today.
One of the recurring thoughts I had today revolved
around the people who were writing the history books at the
times, and how they were unable to see people that were
different from themselves through any lens but their own. In the
article by Professor Lee, he explains that “explorers and
missionaries have claimed indigenous peoples of the New World
‘lack knowledge of God’ or ‘have … no religion as we
understand it” (Lee et. al. 130). This, to me, is one of the
fundamental problems we have today: the inability to appreciate
someone or something that is different from what we “know”
without viewing it through the lens of our own understanding.
This still happens today. Those who are writing the history only
see it through their own eyes. I know this is not a uniquely
American trait, though. As an example, throughout my time in
the Navy I had the opportunity to travel through some amazing
places. One of which, and I will never forget this, was
Nagasaki, Japan. My shipmates and I had the privilege to tour
the museum there dedicated to the lives lost in WW II. I will
never forget the emotions I felt that day. One thing we all
noticed, is that the history that lines the walls of that sacred
space was very different than the way we learned it in the
States. In our opinions, there were a lot of things completely
left out (like the Pearl Harbor invasion for one.) Initially I was
a little angry, but it didn’t take very long for understanding to
wash over me. The people I met there (including a survivor who
happened to be lucky enough to be behind a cement pillar in his
workplace) were amazing. I saw them for who they were: human

5. beings. I’ll never forget that day for a couple of reasons: 1)
meeting that survivor made the events of that war human to me,
and 2) we all (as humans) tell the stories as they relate to us, no
matter how different it may be to others involved. I understood
why the Japanese people tell the story of WWII differently than
we do.
I realized while reading the second article, that I’m not
any different – I see things through the lenses I was given,
although I’m trying very hard to remove them. I was struck by
the understanding that I didn’t think of Indian Americans as
Asian, as discussed in the excerpt from Mr. Khyati Joshi where
he says, “Even within the developing dialogue on Asian
America, Indian Americans are the other, often invisible or
marginalized because of the widespread popular understanding
of the term “Asian American” to refer primarily or even
exclusively to East Asian Americans” (95). When I thought
about it, I knew where India was located (as I verified it on
Google), but it just never occurred to me as I fell into the trap
that Mr. Joshi discussed. Again, seeing things through the lens
that I have constructed. This was confirmed even more for me,
when I listened to Prof. Lee’s lecture on “Race and
Racialization” where he defined race as being a “social
construct,” or something of human invention, thus being
unstable and changing over time. Today was also the first time I
have ever heard the term “racialization.”
I have always considered myself relatively “woke” (to use the
vernacular of the day) but I am quickly realizing that I have a
lot to learn, and I’m happy to be here to do it. All of the
readings today, including the lecture and the video, “A Class
Divided” have shown me that, even though I’ve felt for a long
time that we, as a society, need to stop seeing things that are
different from us through our own lenses only, that I am just as
guilty as those I call out. Even after the first day, I’m starting to
see things differently – which excites me for the rest of the
course!
Works Cited

6. Joshi, Khyati, “What Does Race Have to Do with Religion?”
2006. Pdf.
Lee, “Race and Racialization”, week 1.
Lee, Jonathan, et. al., “Religion, Race, and Orientalism.” 2015.
Pdf.