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To what extent is the japanese educational system superior to american educational system
Teacher and student interactions
Teacher and student interaction
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Comparison of the North American and Japanese Educational Systems
The comparison between Japanese and North American educational systems is often used. The Japanese system, along with other Asian cultures, places importance on the group and the interdependence of its members (Cole & Cole, 2001, p. 541). The North American model, in contrast, focuses on the ideals of individuality and independence (Cole & Cole, 2001, p.541). This contrast is due to a conflicting cultural/social structure and outlook of the world. Japanese look at the development of self as doubled sided: the inner self and the social or public self (Hoffman, 2000, p.307). Within the Japanese education system, the teacher's goal is to develop and cultivate both layers. Opposing this concept can be found in the North American style, which does not distinguish the two, but instead stresses the importance of the one true self (Hoffman, 2000, p.307). It is interesting to compare my personal experiences as an educator in both Japan and Canada. Both educational systems aims towards the same outcome: the development of the child toward their future role in adult society. However, the difference can be seen in the differences in the educator's desire for the children’s development, and their role in adult society.
The Japanese educational system emphasizes the importance of the group (Hoffman, 2000, 301). The national, cultural image reflects its stress on group interconnectedness (Hoffman, 2000, p.301). Within a classroom’s daily life, large group activities are encouraged. Japanese students spend less time seated and more time participating in whole or small group activities (Hoffman, 2000, p.302). On a regular basis, as a teacher in elementary schools in Japan, I prepared group or whole class interactive activities. As children learn, the attention is given to the children' development in terms of a collective effort as a class (Hoffman, 2000, p.302). In Japan, the greatest task of the children's education is considered to be their socialization into group life (Hoffman, 2000, p.302). In the middle childhood years, there is a large increase of formalization and rituals in schools. Every part if life is a routine. The school code of dress, attitude, and daily routine, all are oriented to encourage proper observance of form (Hoffman, 2000, p.305). The role of the teacher is not authorita...
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...The culture as a whole, reflects the need to be a member of a group. There are many cultural, sports and social adult groups. Within groups, Japanese adults are some of the most unique people, but without it, you wonder where their identity lies: what the group is or what they are as people.
Both of these educational systems are reflective of the culture. The Japanese educational system aims to socialize the children to rely on groups and stresses the importance of relations within those groups. In contrast, the North American educational system aims to socialize the children to be independent and individualistic. Each system aims to socialize their children in a way they see as important for the culture they live in. Japanese culture is very dependent on the group concept, whereas the North American culture stresses the notion of independence.
References:
Cole, Michael, & Sheila R. Cole, (2001) The Development if Children. (4th ed.). New
York, New York: Worth Publishers.
Hoffman D, (2000). Individualism and Individuality in American and Japanese Early
Education: A Review and Critique. American Journal of Education 108 (Aug.,
2000): 300-317.
Education is one of the most widely debated issues of our country in this current day and age. Many people feel as though schooling is biased and unfair to certain students; meanwhile, others feel as though the schooling systems are not serious enough in order to properly educate students to prepare them for their futures. The three texts that will be discussed, are all well written controversial essays that use a great deal of rhetorical appeals which help readers relate to the topics being discussed. In the essay “School,” Mori manages to specify her views on how different modern education is in America as to Japan; meanwhile, in “A Talk to Teachers,” Baldwin presents his argument as to how all children, no matter
She specifically emphasizes on the providence given by the American education system to resume studies after a break. In Japan, this provision is not provided for. Many of the students were of the view that the American education is quite superior compared to the Japanese education system. They observed that the learning environment is more learner-oriented. Specifically, they noted the keen follow-up on students ' assignments, which is not evident in the Japanese system. They also emphasized the cordial relationship between teachers and the students. However, they noted that the Japanese system might be more superior in the sense that students are more serious about their studies since it may cost their lifetime. In the Japanese system, the ministry of education as opposed to the American system designs the curriculum where the curriculum is designed by the state. This affirms the fact that the government greatly influences what is taught in schools. It is noted that "This limits the role played by curriculum developers hence weakening the education system" (Kim). Hence, the fact that each state is given freedom to design its curriculum creates disparity in the education system. This action was greatly objected by the students interviewed as they viewed it as a method of enhancing disparity in the education system. They also claimed that it caused discrimination when seeking interstate job
Mathews, Gordon. 1996. What Makes Life Worth Living? How Japanese and Americans Make Sense of Their Worlds.Berkeley: University of California Press.
In the United States, people are free to continue their educations anytime whether the student young or not. Also, there are no maximum limit of age to stop them and that can make them equal and living in comfortable lives. Otherwise, In Japan they have limit of age to continue studying and that might hurt some Japanese people if they can not. Also, in Japan education, they have many groups of people that make them as levels of intelligent and for sure people are not the same of thinking but, they are the same of having minds. Kyoko Mori is the author of (School) she left her country to continue her education in English in the United States. She faced many things that made her surprised when she compared and contrasted the education between Japan and the United States. Kyoko Mori says in her article (School) “Many Americans in their thirties and forties go back to college to get trained for a different line of work or to pursue a lifelong interest they couldn’t afford to study earlier” (254). Also, she says “Being able to go back to school is a particularly American opportunity My Japanese friends will never be able to do the same” (254). Kyoko felt surprised and happy when she faced that chance and achieve her goal because she knew that Japanese people are missing this chance. Otherwise, American people have this chance in anytime which made them have the greatest thing in education. If American people are looking deeply and focused the different between them and another country in education they will know they are lucky because some countries are missing this chance. Moreover, Education can make people watch the world different and that can make their minds are
In Virgil’s poem, The Aeneid, the ideal Roman hero is depicted in the form of Aeneas. Not only does Aeneas represent the Roman hero, but he also represents what every Roman citizen is called to be. Each Roman citizen must posses two major virtues, he must remain pious, and he must remain loyal to the Roman race. In the poem, Aeneas encompasses both of these virtues, and must deal with both the rewards and costs of them.
To begin, both the leadership qualities and flaws of Aeneas and Odysseus must be examined in order to determine who the better leader is. Virgil presents Aeneas very differently than Homer presents Odysseus. They are both certainly heroes, but Aeneas seems more accessible and a stronger leader, due to the way Virgil presents him. Virgil illustrated Aeneas as a man that had to participate in many tests and tempering’s, and from that, his heroism was seen as flawless. The same goes along with Homers’ Odysseus, yet in a different, more astounding way.
The United States has proven to be a world leader with their powerful military, democratic government, and stringent foreign policies. There is one category however, the United States struggles to be number one in, education. As shocking as this may sound, the public school system in America is not superior to other developing countries. I have witnessed this scandalous phenomena firsthand, engrossed in the public school system from kindergarten to freshman year of high school. The student body and the school administration is morphing into a nonproductive system with a zombie-like attitude. American students lack academic drive and curiosity compared to European and Asian countries because the standard for academic success is constantly lowered. Americans must reform the school system and change their perspective on how important an education is to the rest of the world.
... and in an angry mob set fire to the fleet. The Trojan men see the smoke, rush up the beach and throw water on the ships, but the burning does not stop. Finally, Aeneas prays to Jupiter to save the fleet, and immediately a rainstorm comes, putting out the flames. The goddesses Juno and Venus continue their quarrel by further intervention in the journey of the Trojans. At this point it almost seems to be overdone: the gods are driving the plot, not the hero. Aeneas has been reduced to a reactionary role as the different factions on Olympus duke it out over his fate, and send either aid or abuse down to the Trojans. Incapable to stop the burning of his fleet, he pitifully begs Jupiter to either help or kill him, so disheartened is he at his arbitrary maltreatment by the gods.
I chose to compare and contrast the United States culture with the culture of Japan. There are a few similarities between the two, such as a love of the arts, fashion and baseball. However, they are culturally different than similar in very major aspects. Japan is a very homogenous society made up of about 98% ethnic Japanese. They tend to put a lot of emphasis on family and communities, and value the group more than the individual (Aliasis, 2013).
... between Aeneas and the Homeric heroes, given an account of the historical and mythological background of Rome and demonstrated that the Roman way of life is necessarily more structured and community oriented than the Homeric Greek way of life. Virgil wrote The Aeneid as an ode to the greatness of Rome, we could imagine that as he wrote it he was in constant competition with Homer because The Aeneid was a proclamation of greatness for the Romans as the Homeric epics were for the Greeks. But Virgil took advantage of the flaws that the Homeric Heroes had and gave the corresponding virtues to Aeneas thus ensuring Aeneas' superiority and consequently Rome's superiority.
Additionally, Aeneas character is also heavily influenced by the culture present during his time. Aeneas is a roman hero who exists during the reign of emperor Augustus. Rome had just come out of a devastating civil war and the emperor was keen on maintaining peace and stability to ensure war never broke out again. The Stoicism philosophy took root during the time as both the emperor and the masses saw it as an ideal way to live purposeful lives that will prevent war in the future. As a result, Aeneas character is that of a young man living in peaceful and stable times and seeks to show his internal ideals by looking for quests to fulfill. While Achilles existed in a time of strife and was required to defend his community from the turmoil, Aeneas was born during peaceful times and pursued heroic activities as a way of defending his personal ideals. Stoicism advocated for the acceptance of one's destiny which characterized much of Aeneas
As the story goes on, we learn that a few things about Aeneas. He is not only considered to be an escapee, by which was led out of war by the god’s, but he is now also the leader to those that also fled Troy for Italy.
“Although this group consciousness has contributed greatly to the economic development of Japan, the need for strong emotional unity has also resulted in an inability to criticize others openly.” Pg 11
The Odyssey portrays the victor, the mighty Odysseus. His story is about a man who has everything, a loving and loyal wife, an ambitious son, a devoted kingdom, and most of all a victory. By the end of Odysseus’ story he has an ideal life. On the other hand, The Aeneid is told through the eyes of a defeated soldier. Early on in the epic Aeneas has a comfortable life. It seems as though he is happy and complancent with his life in Carthage with Dido. Aeneas chooses to leave this life behind in order to fulfill his destiny. The Trojans were defeated in the war, however, Aeneas perceivers and fights for the future of his people. Through Aeneas’ story, Virgil demonstrates the resilience of the Roman culture; he shows just how much they value a sense of
Aeneas is often referred to as 'pious Aeneas', and this is also how even he...