Title: Lessons from the Japanese: Adapt Don't Adopt
Abstract: Japanese education has fascinated Americans for decades. Although Japan and the United States have vastly different societies, American educators have sought to identify adaptable models in the schooling of Japanese children that could be translated successfully into our schools. Japan's schools certainly have distinct merits that deserve out attention. The consistency of high performance of Japanese students in comparison with their counterparts in Sweden, Australia, England, Canada, France, Switzerland, and the United States speaks for itself. Empirical research studies such as those sponsored by the International Association for the Evaluation of Educational Achievement have produced impressive proof of high achievement in the learning of mathematics and science in particular.[1] But the contemporary socioeconomic environment of Japan is very different from that of even a decade ago. Young people are growing up in an affluence that is in stark contrast to that of previous generations.[2] There is a deep concern in Japan for persistent deviant student behavior especially bullying, refusing to attend school, increasing juvenile delinquency and school violence. School violence, in particular, although still a minor problem when compared to that in the United States, is seen by most Japanese as simply unimaginable.[3] These incidents are most disturbing to the Japanese because they violate the most fundamental of educational values. The Japanese look to their schools to develop character, and to cultivate moral and cultural sensitivity in its citizens. Strongly influenced by Confucianism, the schools are expected to meet the needs of today's Japan: basic discipline, sound character development, sensitivity to social bonding and interdependence. The Japanese people believe that a sense of orderliness and propriety is important to creating an environment where crime is not tolerated. The value of good behavior, of fitting into a common society is drummed into children from the moment they set off to first grade in identical school uniforms.[4] In 1947 the School Education Law Enforcement Regulations created the social studies, a combination of morals, civics, geography and history, as a single subject at the core of the new postwar curriculum in educating pupils for democracy. In 1951 the course of study was changed and new emphasis was placed on the development of moral attitudes, and the development of students' ability to make judgements and conduct themselves independently. In subsequent revisions in 1958, 1969, 1977, and 1992 moral education was directed toward creating a spirit of respect for human dignity in the daily life of family, school and community. Not only is moral learning seen as a concomitant part of schooling, it is a central element in the planned curriculum.[5] In its elementary and junior high schools, Japan now has a moral education curriculum that lists many virtues, many of which we would find easy to accept, i.e. teaching children a respect for human dignity in the daily life of the family, school and community. Japan is a collectivistic society and adjustment to a collective life is emphasized. Allegiance to the school and a sense of unity are nurtured. Japanese schools also place high value on the individual. Indeed there is excessively intense competition in entrance examinations which hinders adolescents' creativity, intellectual and personal development. The social pressure to succeed may explain Japan's high suicide rate - 45 percent higher than America's.[6] The curriculum in moral education is described as specifically as for other subjects. Their national curriculum emanates from the Ministry of Education, Science and Culture in Tokyo and all schools and teachers are provided the same central directives and guidelines. The aims of moral education are uniform: 1) to instill respect for human dignity; 2) to create a culture rich in individuality and autonomy and; 3) to develop a democratic society. …
Publication Year: 1996
Publication Date: 1996-03-22
Language: en
Type: article
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Cited By Count: 2
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