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Effects of industrial revolution on society
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Modernisation of Japan (1868-1905)
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To fortify their nations, Japan and the Ottoman Empire underwent modernization and reformations between 1850 and 1914. At the start of the reforms both regions efforts at modernization were defensive, and both regions adopted Western elements into their society. Nonetheless, Japan worked to become a more industrialized nation, dissimilar to the Ottoman Empire, which was unable to create an industrial economy or strong state. Differences are also apparent during this modernization where women in the Ottoman Empire experienced greater opportunities than women in Japan who were suppressed in both public and political life. The efforts made in modernizing and creating reforms during the nineteenth century were defensive in both regions. The Ottoman
This contrasted to the Ottoman Empire, which did not undergo such a revolution to become an industrialized society. In a state-guided industrialization program, Japan created modern infrastructure by creating railroads, postal systems, and national currency. Along with being a major exporter of textiles, munitions, industrial goods, newspapers, and electric lights were produced. The Ottomans were not able to create industrial economies to fend of European intrusion, and in turn, they depended on Europe. Japan was able to have a solid foundation for its industrial growth due to urban development that took place in the Tokugawa era. Different from the Ottoman Empire, Japan, in its time of peace, had become a fairly urbanized country with an educated population, leading into a burst of economic growth and commercialization. In contrast to the Ottoman Empire, Japan was able to experience industrialization due to the utilization of its own resources. The Ottomans, on the other hand, relied on foreign loans to support economic development. Unable to pay off these massive debts, Europe took control of its revenue-generating
The Tanzimat era offered modest educational openings with teacher training colleges and training programs for midwives to women. The Young Ottomans allowed women to wear Western clothing and the right to obtain divorces in some situations. In addition, some women of more western cities found themselves abandoning veils and establishing publications and organizations. Although Japan did offer universal education, the curriculum was segregated and gender-specific. Not only was the role of women in public life harshly suppressed, but laws were made to forbid women from joining political parties and meetings. Constitutions and civil codes gave no political rights to women and instead gave full authority to the male head of the family. Women in the Ottoman Empire experienced greater opportunities because the reform-minded class that emerged in the Tanzimat era believed that the development and teaching of women helped strengthen the state. Male reformers of Japan, on the other hand, still believed women’s roles lay in the context of family life. Although differences in the attempts of modernization can be seen in terms of these gender issues and industrialization, both these regions created programs of defensive modernization and adopted Western ideas into their
From 1750 to 1914, the role of women in Western Europe and Eastern Asia gradually changed as a result of industrialization, political revolutions, and European imperialism. The role of women in these two regions were parallel in that the women faced similar hardships in the labor force and women displayed political power by taking part in rebellions and fighting for civil rights. Yet, the women of Eastern Asia had greater access to education and made up an immense portion of the work force
During the 19th Century, China and Japan each responded differently to western penetration. China was against industrializing and did not want to create an empire like those of the western empires. Japan however learned that if they wanted to survive they had to adopt the changes that the western empires were adopting. Japan began to create an industrialized society and soon became one of the major industrial powers. China went through many rebellions and finally decided to industrialize just enough to be able to fight off the western empires. However, they did not industrialize fast enough or big enough, and they could not defeat the west. Although they responded differently, both China and Japan were affected by western penetration economically,
The Ottoman empire had a long history of using foreigners as slaves. The Janissaries were boys taken from the Balkans to be soldier-slaves for the Ottomans. They took these boys from their homes and used them as a cavalry in their strong military. Near the end of the empire, the Janissaries had gained much power which eventually aided in the fall of the empire. The Ottomans were not scared of the outside world. They continued to expand their vast empire, almost until it fell. The Ottomans spread themselves out and had many various cultures and people living within their empire. This is very different from how Japan came to later view and treat foreigners. Under Nobunaga, Japan traded with foreigners and was tolerant of new religions. However under the Tokugawa shogunate, the empire completely changed these policies. The Buddhist uprisings in Japan had ended, so the need for Christians in court was nonexistent. Along with this, the people of Japan became more dedicated to their faith than to the shogun. They would refuse to follow some orders of the shogun if they believed it went against their newfound religion. This greatly angered Tokugawa and he began to persecute the Christians. He eventually led Japan into a period of isolationism. Isolationism has been long used in history, even in the United States. Before entering World War II, the United States took on a policy of isolationism to protect themselves. Japan turned away from the world as a way of keeping themselves safe from foreign invasion. Unlike the Ottomans, Japan never let foreigners gain significant power, and when it seemed like they may the shogun essentially removed all foreigners. Japan stopped trading with foreigners almost all together, save for the Dutch at a small port. No foreigners were to step on Japanese land. Japan shut themselves out of the rest of the world to protect
This was about three decades after the Shogunate government, which was a reign that was responsible for protectionists, had collapsed. A lot of Japanese people were embarrassed by the huge change but soon rose up to create a “strong” country like European nations. My school’s founder, Jinzo Naruse, was one of the people who rose up. Naruse, as a pioneer, thought that women’s education was important in order for Japan to become a powerful nation. Women are the people who raise up their children, some of whom might become the future leaders of the country. Therefore, he decided to create the education system to have educated mothers. Before Naruse established the first women’s educational system in Japan, he visited the United States, a country with a strong women’s education system he wished to model. As I read Kimmel’s article, I felt the United States was truly developed in women’s education because many feminist supporters had already started their movement even before 1900s. I now understood why Naruse went abroad to the United States to learn about its women’s educational
...he Russo-Japanese War. Despite the changes, Russia remained technologically inferior to the rest of the world. It was due to its great resources and population that Russia was able to compete with the other world powers in war and in commerce. Russia did not have the succession of leaders that supported industrialization like Japan did. Therefore, Russia, with Alexander II as czar, made few reforms to encourage industrialization. It was only through the multiple peasant revolts that Russia began to change. Both of these nations experienced changes in government, an increase in economic strength and transportation, and radical changes in the structure of the social classes.
Noble and urban women had better chances of education than the common and rural women. In America, likewise everyone attended school, and the aristocratic women schooled to be priestesses. On the other hand, upper class Muslim women in India were covered by veils and had less access to educational material than the commoners. Women began to dominate the professional working world in culinary works, textiles, arts, medicine, and as slaves in almost all six regions. Considered physically inferior to men in all societies, women never occupied areas of heavy work, military combat, or long distance trade, but these professions did not require much education.
In the early 1800’s, Japan had blocked off all trade from other countries. Foreign whaling ships could not even reload or repair their ships in Japan territory. This offended many other countries. In 1852, Matthew Perry was sent to Japan to negotiate open trade. Japan felt threatened by the United States, and gave in to their demands. Japan was frightened by their stipulations, and immediately began to reform. They developed a new education system that was similar to America and Europe’s. They also developed a Western style judiciary system.
...that used latest of technology. They made Japan a major trade area so they could have access to other goods.
Within a short period of time, Japan had caught up with many Western technologies; having established universities, founded telegraph and railroad lines, as well as a national postal system being created. Shipping and textile industries were a huge success an exports rose.
After World War 1 Japan had a hard time adjusting to the new world. “While its economy was still primarily agricultural, rapid population growth (to over 80 million) had diminished the amount of land suitable for farming. Many people lived in small houses, lacking running water. In a nation about the size of California, only one of every six acres was farmland. This put great pressure on Japanese government to find more space and land for its people.” (America Enters World War II page 12). Japan attempted to change its agricultural-based economic system to an industrial based system. “But the international system of trade barriers and tariffs, established by the United States and other industrial powers to protect domestic manufacturing, hindered Japan’s industrial expansion.” (America Enters World War II page 13). Many of the materials Japan needed were found in neighboring countries that were controlled by European powers. Japan began to question it’s right to Asian markets and raw materials. “J...
Western Influence on Japan Japan, as a nation, is a continually changing society. Ever since Western nations became involved with Japan, its changes over recent times. have increased at a substantial rate. Japan now faces cultural, economic and economic challenges. and social differences as a result of the western involvement.
The vast control that the Ottoman had on this, allowed them to grow over the span of a couple of centuries, eventually making them a powerhouse. This made them such a prominent country, making their collapse such a huge implication on European society as a whole. With the collapse of the Ottoman, the balance of power also collapsed, which in turn created a shift for the struggle of power from all the nations, Each country wanted a stake in the Ottoman, each with its own selfish reasons in improving their country, at the expense of the Ottomans. The capitalism in European nations and how it corresponded to the production of the Ottoman Empire, prior to its collapsed made perfect sense for nations to try and control the Ottomans(Pamuk, Sevket). The early trade
Imperialism has not only influenced colonial territories to better themselves or to further the mother country’s realm of power, it also had a significant impact on the people’s culture, education, environment, and political systems. Japan and Britain were two imperial systems that countered each other in many facets but also had strikingly similar qualities that had helped them become strong imperial powers that needed one another to continue their position amongst others. The Japanese empire was an inspirational country to other Asians that spearheaded the fight against the European imperialism. After the Meiji restoration, the emperors decided that the modernization of Japan was going to begin and in order for it to be a success, the government had to change along with their culture, “.restored authority faced new dangers in a new age.
The Japanese culture has allowed for very little diversity. This started very early in their history. The social controls used to eliminate diversity are the family, the power of gender, the poor treatment of minority groups, the corporate Japanese mentality, and the respect required by people in authority. However, due to globalization and the shrinking of the world, Japanese society is starting to make the change to diversity. The individualistic mentality shared by the new technology driven younger generation is putting pressure on the old Japanese status quo. The transformation is happening very slow, but as the population ages and the old conservatives are being replaced by the new liberals, the old way of thinking is also being replaced by the new.
...high power status, Japan had to have a self-reliant industrial common ground and be able to move all human and material resources (S,195). Through the Shogun Revolution of 1868, the abolition of Feudalism in 1871, the activation of the national army in 1873, and the assembly of parliament in 1889, the political system of Japan became westernized (Q,3). Local Labor and commercial assistance from the United States and Europe allowed Japan’s industry to bloom into a developed, modern, industrial nation (Q,3). As a consequence production surplus, and food shortage followed (Q,3). Because of how much it relied on aid of western powers, Japan’s strategic position became especially weak. In an attempt to break off slightly from the aid of the west Japanese leaders believed that it would be essential for Japan to expand beyond its borders to obtain necessary raw materials.