Film report of Ten to chi to _ (Heaven and Earth). (VT 06718, 104 Movie Review

Film report of Ten to chi to _ (Heaven and Earth). (VT 06718, 104 mins) - Movie Review Example Kagetora, though not a pacifist, is powerfully drawn to that idea. He is shown in the film as someone with a compassionate heart and someone who cared for his people deeply. He doesn’t want his subjects to suffer and is thus thinks thoroughly before going to war. But circumstances, especially the claim to leadership of a unified Japan, greatly inspire him. It is probably for such reasons of pride than for conquest of material wealth that he engages in war with Takeda. Hence the movie offers enough detail and perspective for the discerning audience to study and learn. In the case of the portrayal of Kagetora, we learn that not all feudal lords are greedy for expanding their territory. He is not much interested in increasing his political power. In this sense, Kagetora is atypical, for he is philosophical and compassionate and is reluctant to go to war. He engages with Takeda only because he thinks the ‘ends justifying the means’. Hence the film is an informative re cord of the variety of provincial leadership styles witnessed in feudal Japan. This is useful for a student of history, for textbooks often paint a generic picture of political leadership. Ten To Chi To, on the other hand, presents feudal leadership in a nuanced and complex manner, informed as it is by the historical, philosophical and social undercurrents shaping major events in medieval Japan. Takeda is the aggressive feudal warlord who is quick to use force and intimidation to achieve his goals. He is someone who doesn’t care about cruelty to people. He represents a broader conflict that has been a theme in Japanese history for more than millennia. For example, on the on hand we have the fundamental conflict between the tradition and honor of the influential Samurai community. On the other hand is the Buddhist philosophical doctrine which disapproves of violence and killing. Hence a Samurai is a conflicted personality. But Takeda is ruthless when it comes to war and doesnà ¢â‚¬â„¢t heed to Buddhist philosophy at all. To this extent, one can say that the film is an exposition on the problems confronting religious philosophy in Japan’s feudal past. It is a reflection of religion’s inability to control aggressive human impulses that Japan was one of the main participants during World War II – a bitter and tragic episode that ended with the dropping of nuclear bombs in Hiroshima and Nagasaki. A facet of the Samurai tradition is its upholding of honor about all else. For members of this warrior caste, valor and fulfillment of duty are of utmost importance. They would rather die than be dishonored and disgraced. One of their important duties is to protect and obey their feudal masters during their military expeditions. The honor of the Samurai depends on the upholding of duties. In the film we see numerous illustrations of courage and sacrifice on part of the Samurai as they attempt to keep their honor. It is ironic that the two opposin g camps in warfare (both composed of Samurais) are united by this common virtue. In this respect, it is fair to claim that irrespective of who wins and loses the war, it is the Samurai and his set of values that come out victorious. Though the director Haruki Kadokawa does not focus much on this aspect of feudal Japan’s culture, it is available to the careful viewer of the film. Thus, alongside insights into politics and social structures of late medieval Japan, the audience

Reading Education Essay Example | Topics and Well Written Essays - 2750 words

Reading Education - Essay Example A similarity in the two sources is that they have a theoretical framework that relates achievement with social class and race or ethnic difference. On the theoretical border line of consumerism, gender and identity, In the report Choice Pathways and Transitions, the identity of the group under monitoring (cohorts) is no longer based on the old judgments based on class or gender but on the key aspect of identity; social class (Ball et.al. 2000, p.3). In the book addressing the classroom issues, the author cites griffins (1998) where he stated that many boys who are under-achieving, the difference is because of race and social class. Both sources also state that ethnic enculturation is a major impact while considering students achievements. Phoenix (1987) explained that ethnicity affects the constructs of gender (sex) and power. Different cultures take different behaviours as gendered in varying (more or less gender specific) ways. Social class also influences culture constructions (Sk eleton, 1997). Cultural theory in addressing the class room issue, also add that children school differently due to their social class; middle-mothers guarantee their children schooling success than working-class mothers. In the book addressing the classroom issues, the decision making for students is influenced mainly by the classroom inequalities, their social life and cultural issues e.g. association of language with femininity (Francis B., p.5), the association gender with roles e.g., girls cannot do hard subjects like mathematics. This is contrasting with Choice, pathways and transition report, where decision choices were influenced by the theoretical framework of individualism rather than as a result of structured constraints like classroom inequalities like in the... This essay focuses on the social and historical contexts of the themes that motivated the undertaking of this research. There are four main reasons why this study was conducted. The first theoretical borderline was to study the effect of the increase and outspread of the culture of individuality and the economic science of individualisation. Here, the study noted that there have been, in the duration of one generation, some revolutionary changes to the distinctive experiences of youth and one among the most often contested of the changes is the issue of decision making whereby young people have a certain extent to which they view their decision making as personal or individual choice and not as a product of structured conditions, which must be satisfied. This report makes a conclusion that the two studies acknowledge and appreciate that the events of the world affect all people, but they do so differently on the youth. These youths assume their choices, pathways and transitions in a dynamic urban environment full of many opportunities, challenges, oppressions, despairs and excitements. The main argument in this essay is that young people lead their life differently as a result of their differences in gender, the social class they belong to and the identities they fake or assume. Another argument is that the social, individual and material resources desirable to live a reflexively organised lifestyle are not equally reachable to all. The researchers found out that there are organizational factors like unemployment, poor pay, discrimination, lack of support, interrupted schooling, lack of formal qualifications, low self-confidence, and poverty as forming track-lines through the lives of some young people.