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American education vs japanese education
American education vs japanese education
Relationship of culture in education
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Spoonfed Americans
In “ School “ by Kyoko Mori, the styles of American teachings are compared with the styles of Japan’s. But in the end, Mori supported the American system of education and teaching because the American system supports interaction with the students and having multiple chances for students to learn from their own mistakes.
Kyoko Mori compares and contrasts the United States and Japan’s difference in education in schools. Mori begins her essay with the idea of having college accessible for all Americans, no matter the circumstances. And American students can go to college whenever they are ready, taking multiple years before going back to studies. But she states that for the Japanese students are expected to attend college right after their high school studies. And if they don’t pass their entry-level exams, they must wait a year and considered “ronin”, meaning a floating around the person without a plan in mind. If the second entrance exam was also a fail, then they just settle for a low paying job. As the author states “ Being able to go back to school is particularly American opportunity. My Japanese friends will never be able to do the same. In Japan, school does not give anyone a second chance ” ( pg. 130 ).
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When Mori says “sacrifices security and safety for second chances” she is supporting the American style of education and teachings.
She says it is the idea of second chances that make her like the Western style better. “ In every subject, kids who didn’t do well were made to feel ashamed and yet given no chance to improve ” ( pg. 133 ), students in Japan were never told ways to get better but instead were made to feel ashamed if they did not do well. Mori remembers that her Japanese teachers never gave an explanation for the things she was punished for. But her American teachers helped her step by step for the harder problems rather than letting her suffer on her
own. On another note, Japanese teachings can be seen as better and more efficient than the American teachings. "Over and over again, our Japanese education offered this sort of harsh judgment combined with vague exhortation.", because of the harsh judgment pushed onto the students, they learned to become self-reliant and independent. Also making sure that the students go to higher education to accomplish their goals in the future with good grades from high school. “ A few of my friends didn’t do so well, but they were never given suggestions for improvement ” ( pg. 132 ), making the children ponder about ways they can get better rather like the Americans who were always spoonfed all the answers. All in all, Mori wrote the essay based on her experiences from her and her friend’s childhood life and experiences with Japanese and American teachings. American teachings encompass the minute details than the subject, letting the students understand what he or she should work on.
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
Labaree discusses how the United State’s education is in a school syndrome, as people in America want schools to teach society’s ideals as well as let people express their individuality. These two demands are polar opposites that cannot be achieved. As the focus goes towards balancing these in hopes of improving society as a whole, the bettering of actual student learning is put on pause. Labaree talks about the beginning of education reform, in the 19th century, being the most successful in developing society; however, as education reform continued throughout time, its effectiveness wore off. He then addresses how the desire for education reform is more about improving society than it is about learning. He finishes his argument by providing possible solutions to fixing this problem, but states that fixing this problem will never happen because no one is willing to give up both demands. Overall, Labaree goes in wonderful detail explaining the problems of education reform. What made me choose this article was that he addressed the desire that people have on school systems in promoting both society normality and individuality. This correlates well with my topic in whether public school systems promote conformist ideals or individuality.
Many Americans do not question the credibility of the education system within the country because they believe it forms good citizens and creates a stepping-stone to success. John Taylor Gatto is an American teacher who has experience in the classroom for thirty years and has now devoted his life to critiquing American schools exploiting his own experiences. In his essay “Against School”, he argues that the 12-year system of school may not be necessary, due to its curriculum, and that it may be a tactic of manipulation from the government to promote obedience. I agree with his argument because there are many paths to individual success outside of public education, such as homeschooling or vocational school.
This article points out the flaws in our modern education systems. Students should enjoy school and feel as though they are learning important things in the subjects offered. The classes can be altered to tend to the interests of children, so they can properly express themselves. School should be preparing children to be mature, how to handle hard situations, and ultimately prepare them for their future lives. Overall, Gatto’s article has its flaws, but it can be used to help improve the education system for upcoming
John Taylor Gatto in his essay “Against School” explains the lack of motivation that students have to the educational system of the USA. He also explains the damage that the system makes to both, students and teachers, by the non-interesting topics they are taught in class. Furthermore, he enlightens the indifference of students towards the teacher, seem as incompetent and unprepared. In addition, he also highlights the dark side of the school system which intends to brainwash and rescind the ideas from students. He addresses a main goal of the educational system; convert juveniles into the next docile and manageable generation. Wherefore, he proposes an educational system that should be structured and not controlled. In addition, he demonstrates
There is a “fear of being unorthodox…rooted in the American teacher’s soul” (Burgess 237). Burgess stresses the prohibition of an American teacher’s competence to instruct students using any type of experimental approach other than the standardized design. In consequence, America is unable to breed eccentric geniuses and has no capacity to create a burning desire to learn within their students. The reason this dilemma has been continuing for so long is because America has been blinded by their previous accomplishments, such as the landing on the moon. On behalf of their successful progressive past, the American people are in denial of how poor the education system is now and have a state of mind that the nation is still advancing just as it was decades ago when it is in fact, the exact
Feifer, George. Breaking Open Japan: Commodore Perry, Lord Abe, and American Imperialism in 1853. New York: Smithsonian Books/Collins, 2006. pp. xx, 389 p.: ill., maps; 24 cm. ISBN: 0060884320 (hardcover: alk. paper). Format: Book. Subjects: Japan Foreign relations United States /United States Foreign relations Japan.
The human mind is perhaps the greatest object on the earth, animate or inanimate, but without the proper training, the mind is a relatively useless tool. Through the development of formal education systems, humans as a whole have tried to ensure the training of all minds so as to continue prosperity for the world. Most of the time, though, education systems do not realize the harm they are doing to developing minds and the subsequent negative consequences. Among the largest of these inadequate education systems is the American primary schooling system. The American education system is in fact failing; it continues to deplete children of their natural creativity and thirst for knowledge while preaching conformity, which in turn creates an ill-prepared and incompetent public.
The education system has heavily relied on students socioeconomic factors to dictate their education style ultimately preparing them for skills necessary to fit in their social class. The American dream is dead, it is no longer to strive and work hard to become successful, rather as Bambara shows it, work hard to barely survive day to day. Bambara portrays this division by the inference that the characters have little to no knowledge or respect for a higher education or for a matter of factor a education at all. Silvia, the main character, features all three minority factors, low income and an African American female. Moreover, the expectancy of success is nevertheless little to nothing greater than her parents. Due to her socioeconomic background, higher education is viewed as a joke, referred to a “goddamn college degree” (254). Silvia is then subjected to live a lifestyle common to her parents, to not strive to be able to buy a toy boat for a thousand dollars, but to frown upon the possibility.
What is in a story if you can’t take something out of it and relate to your everyday life? The book “Typical American” by Gish Jen, gave me something that I never fully, and I probably still don’t, comprehend: foreigners, and their struggles in making a new life in another country. I have been on my share of trips, both domestic and abroad, but was never in a distant land long enough to feel the effects of the unknowing these people felt every day. The manner in which this story was presented has given me a new insight into, not only foreign nationals, but more importantly, how one goes about presenting emotional feeling not just through words, but setting, characterization, point of view, conflict, and theme.
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
Many individuals have been affected negatively by trouble makers in school. Troublemakers have either disrupted classes or bullied other students. Yes, trouble makers may harm one’s learning environment, but should they be kicked out of school? Though many individuals argue that troublemakers will not change and hold the class down, they should not be kicked out because they need help. Most of these kids that are disobedient do not know the distinction between right and wrong. We should not withdraw trouble makers from school, rather, we should help these troublemakers and teach them right from wrong. In the article “Let’s Really Reform Our Schools” by Anita Garland, she states that American high schools are disasters because there are troublemakers (694). She asserts that the withdrawal of troublemakers in schools would make the learning environment peaceful for students who want to learn
In the author’s comparison to other leading countries, the United States has academic standards and achievement requirements which do not directly insure that this nation’s youth are job ready with a four-year degree. Mr. Henry’s theory states that the United States as a whole needs to restrict college admissions to only half of those who seek degrees. In the essay, the author is of the opinion that by reducing the number of degree seeking students, a nation can improve quality and the value of a college education. Decrease the quantity of students would in the long run increase the quality of education. The author sees the necessity of restricting higher education to include only those who have demonstrated at an early age in the educational process the ability and ambition to pursue a higher education.
In her essay “School” she reflects the difference between the American and Japanese education systems. She claims that the education in Japan isn 't as effective for the pupil because of the harsh educational system they are submitted to. Rhetorical strategies and comparisons are techniques Mori uses to create a strong, convincing essay. Mori uses the rhetorical strategy of logos throughout her piece to appeal to the audience of her experiences in both the Japanese and American approaches to education. “On the timed tests we had every day, i could finish only half the problems before the teachers stopwatch beebed, telling us to put down our pencils. The results were put up on the wall, and my name was always near the bottom. i was told to “try harder,” but none of my teachers spent extra time with me to go over what i was doing wrong. Since i wasn 't given a real chance to improve, i decided after a while that i didn 't really care how i did.” (Mori, 133) Mori explains that her teachers method of teaching in Japan did not help her education. She was punished for “not trying hard enough” although she wasn 't told in what was it that she needed to work on. Mori uses the appeal to logos as she describes how the education system she was submitted to, affected her schooling. Most of her essay is based on logos as she describes the difference between American and Japanese school system. Mori bases her argument on the structural
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.