Modern Japanese Education

An intangible measure of Japan's success is the spirit of cooperation fostered in its cultivates. Since today's corpo put employee must possess the skills undeniable to work effectively in small assemblys, the cooperation taught in rail is an important job skill. In the schoolroom, talking and helping be not discouraged as students perform their work. With class sizes ranging amidst 40 and 50 students, this type of cooperation is encouraged by teachers. Japanese teachers often use the "buddy establishment" to stimulate student-to-student tutoring to allot the needs of slow learners. In addition, class discipline is not as problematic as in American schools because of positive peer pressure to maintain an environment that facilitates learning. The spirit of cooperation in Japanese classrooms helps account for the willingness of students to spend a significant sum total of their time in school: "In using group activities for learning, cooperative effort for school events, and peer pressure for classroom discipline, Japanese teachers involve and empower their students" (Baris-Sanders, 1997, p. 3). American teachers have lots to learn from the Japanese model of creating a favorable school environment.

Another measurable success of the Japanese school system is a relatively low high school dropout rate comp ard with other industrialized nations. For instance, a wide disparity exists among the soari

Summary of first state on education reform: June 26, 1985. (1994). In Edward Beauchamp and James Vardaman (Eds.), Japanese Education Since 1945. Armonk, NY: M.E. Sharpe, pp. 297-303.

The preoccupation with entrance exams approaches the status of a subject pastime in Japan. Since senior high school is considered the entrée to higher education, the national focus begins at this level. High schools atomic number 18 ranked in prestige according to the number of students that they are able to place in universities with good reputations, specifically the University of capital of Japan and a handful of other institutions.

Thus from the age of 12 to 18, the primary focus of the Japanese student's life is entrance exams.

Parents of teenagers in Japan have themselves undergone examination hell, thus they exert redundant pressure on their children to succeed. Many place their children in private-run exam preparation schools as proterozoic as sixth cast: "[Parents] begin strategic planning and anxious supervision early compared to American parents. They pay for supplementary tutoring on a extensive scale" (Rohlen, 1995, p. 109).

Schoolland, K. (1990). Shogun's ghost: The dark side of Japanese education. young York: Bergin & Garvey.

Eisenstodt, G. (January 31, 1994). Learning shokku. Forbes, p. 59(2).

The struggle to create creativity: Japan. (June 28, 1997). Economist, p. 46(2).

In Japan, the atomic family is the dominant social structure, and a significant number of Japanese wives are homemakers. These women have gained reputations as "education mothers," intent on ensuring their child's academic excellence. In Japan's restrictive education system, this excellence comes at the cost of individuality and creativity. The education mother is "most storied for her efforts at encouraging her child to fit into the mold, the established soma of education, rather than to venture into educational frontiers on his or her experience" (Schoolland, 1990, p. 22).

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