By Gerald K. LeTendre
During this publication the authors systematically deal with the commonest stereotypes or myths approximately eastern schooling which are presently being circulated within the well known press, instructing magazines and academic examine journals. The authors exhibit how arguments approximately Japan are used to extra political ends in the American academic debate. a few of the myths that the publication debunks are Japan's excessive adolescent suicide cost. LeTendre and Zeng express that adolescent suicide between men is now two times as excessive within the U.S. as in Japan. Tsuchida and Lewis tackle the parable of jap school rooms as crowded locations headquartered on rote-learning--providing specified facts as to why jap scholars could certainly have an "edge" in math. McConnell makes use of Japan's hugely winning international language software to deconstruct photographs of "Japan Inc."--showing the hugely fractious and sour political debates that happen in Japan. Yang offers info on modifications in eastern and American lecturers' paintings roles--showing that alterations within the academic platforms aren't easily because of "cultural" ameliorations, yet have a foundation in academic coverage and faculty association. Shimizu bargains an alternate view of accomplishment motivation between jap scholars in line with in-depth interviews with jap youth.
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Additional resources for Competitor or Ally?: Japan’s Role in American Educational Debates
Teachers have relatively little power to intervene because they have situated themselves not as arbitrators of student standards but as leader participants. While teachers in other cultures could categorically admonish students for failure to accept nonstandard behavior, Japanese teachers are described as also being swayed by the feelings of the class. The causation then shifts from schools controlled by violent teachers who kill students (as portrayed in Schoolland) to schools where teachers and students cannot break out of highly interdependent relations.
However, within this highly organized system, students who do not act according to expected norms tend to be viewed as disruptive to the group's balance . Students who have difficulty socializing, whether due to personality traits or due to the fact that they have spent a long time in another culture , may be subject to bullying, ostracism and eventually develop a dislike of school or even a refusal to attend. As students progress in school, these tendency appears to increase, so that the initial emphasis on consideration for others becomes an obsession with not "being different from" others.
S. teachers (7 percent of lessons). Figure 2-2 illustrates the percentages of teacher encouragement statements in Japanese and American classes. Another interesting feature of the small groups in Japanese classrooms is that they typically are not casual groups, constituted for science alone . Rather, they are family-like small groups that are maintained for several months, working together on a wide variety of academic and nonacademic activities each day. Each small group (han) brings together children with different abilities and personal qualities .
Competitor or Ally?: Japan’s Role in American Educational Debates by Gerald K. LeTendre