Japanese Culture on Education

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“Once children enter school, it becomes almost their whole life” (Hendry: 2003, 82). At first sight this seems like a rather extreme view. However, considering Hendry’s familiarity with Japanese culture and society in general is it fair to say that this assessment of the education system in Japan is accurate, and if so, to what extent do Japanese students have it harder than we do in the West? Throughout this essay, I intend to explore the features unique to the Japanese education system, and contrast them with those of the European and American systems, while examining the history of education in Japan. I am also seeking answers to the many questions I have regarding the relationship between the modern-day education system and the troubled history of the country from which its current system arose.
I would like to begin by presenting my knowledge of the topic in question so that I can show how the other views I encountered provided me with many different perspectives. Firstly, there are obvious similarities between the various systems. The Japanese educational structure is closely modelled on that of the US after the US reformed the previous system in place at the time of World War 2. This 6-3-3-4 system entails six years of elementary school, followed by three years of lower secondary and three years of upper secondary education. Similar to Ireland, the ministry of education determines the content to be taught and examined and compulsory education is in place up to a certain age. Several types of educational institutions exist, as is the case in western countries, ranging from academic to fishery and agricultural, and the school life is, by and large, the same in all places concerned. Classes typically end at half three and stud...

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... book “The Japanese School”, Benjamin Duke explains how America can learn a lot from Japan and vice versa. He refers to the need for American students to be taught “the realities of the day”; that US supremacy in industry and technology has been seriously challenged by Japan, and consequently, a seriousness of purpose and a recognition of the end of the superiority of US society should be incorporated in American schools. And what are the lessons for Japan? Dukes makes reference to the need to eliminate the “burden” placed on teachers in terms of classroom size and to ease the academic pressure on the students of Japan. These are just some of a number of lessons Dukes presents, as both Japan and the West should exploit the opportunity to improve their education systems on the basis of appreciating the differences which exist between them.

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