Inside Japanese Classrooms: The Heart of Education

Inside Japanese Classrooms: The Heart of Education

Inside Japanese Classrooms: The Heart of Education

Inside Japanese Classrooms: The Heart of Education

Synopsis

This detailed ethnographic study of fifth- and sixth-grade classrooms offers new insights into Japanese culture, as many aspects of daily social life are embedded in the educational system. Additionally, this book provides new perspectives on educational reform in the U.S.A., since many current issues and programs focus on notions of community, collaboration and systemic reform, all of which are central to understanding Japanese teaching-learning processes in schools.

Excerpt

This series of scholarly works in comparative and international education has grown well beyond the initial conception of a collection of reference books. Although retaining its original purpose of providing a resource to scholars, students, and a variety of other professionals who need to understand the role played by education in various societies or world regions, it also strives to provide accurate, relevant, and up-to-date information on a wide variety of selected educational issues, problems, and experiments within an international context.

Contributors to this series are well-known scholars who have devoted their professional lives to the study of their specializations. Without exception these men and women possess an intimate understanding of the subject of their research and writing. Without exception they have studied their subject not only in dusty archives, but have lived and traveled widely in their quest for knowledge. In short, they are “experts” in the best sense of that often overused word.

In our increasingly interdependent world, it is now widely understood that it is a matter of military, economic, and environmental survival that we understand better not only what makes other societies tick, but also how others, be they Japanese, Hungarian, South African, or Chilean, attempt to solve the same kinds of educational problems that we face in North America. As the late George Z.F. Bereday wrote more than three decades ago: “[E]ducation is a mirror held against the face of a people. Nations may put on blustering shows of strength to conceal public weakness, erect grand façades to conceal shabby backyards, and profess peace while secretly arming for conquest, but how they take care of their children tells unerringly who they are” (Comparative Methods in Education, New York: Holt, Rinehart and Winston, 1964, p. 5).

Perhaps equally important, however, is the valuable perspective that studying another education system (or its problems) provides us in understanding our own system (or its problems). When we step beyond our own limited experience and our commonly held assumptions about schools and learning in order to look back at our system in contrast to another, we see it in a very different light. To learn, for example, how China or Belgium handles the education of a multilingual society; how the French provide for the funding of public education; or how the Japanese control access to their universities enables us to better understand that there are reasonable alternatives to our own familiar way of doing things. Not that we can borrow directly from other societies. Indeed, . . .

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