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The Point of Japanese Schools
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G Cthulhu



Joined: 07 Feb 2003
Posts: 1373
Location: Way, way off course.

PostPosted: Mon Dec 29, 2003 10:25 pm    Post subject: Reply with quote

Glenski wrote:


Have you read this? Pretty confusing and contradictory "evidence" for and against various class sizes.
http://perso.club-internet.fr/tmason/WebPages/LangTeach/Licence/FLTeach/Class-size.htm



I rather like that website, if only because it's one of the few places you can readily find lucid and concise articles on Chomsky being wrong. :) More directly, I hadn't seen that particular page, but I am familiar with some of the things quoted on it. And I'd agree with him that the whole question becomes quite tricky when it comes to TFL.

Anyway, thanks for posting it. :) :)


Quote:


Yes, you are right in suggesting that there was one more option (putting two qualified teachers in one classroom), but you wrote that there were more options. What others do you have?



Most of them are impractical from the point of view of a mass education system, but it pays to bear in mind that options exist, even if they are unlikely/impossible to pursue. Examples could be one-on-one teaching, single trained teach with multiple untrained assistants (think of it as an uber-JET programme (and some schools in Japan do use this approach, with one JTL and four or five ALTs present, a situation I find interesting)), or ever larger classes with a single teacher and good use of lang lab equipment (again, I know of at least one example of this happening in a Japanese SHS already (1 teacher and a lang lab with 100 students!)).

Many of these could probably be considered variations on the themes we've already covered, but I think they bear mentioning and considering.


Quote:


I'm also a bit puzzled with your next paragraph:
Quote:
It also pays to bear in mind how Japanese students have been taught to learn. I know it's something of a thought crime in the EFL community to say it, but smaller classes and honestly more communicative methods of teaching (which I regard somewhat dubiously anyway) often un-nerve students as it's well outside the learning style they've been taught to deal with. It's always struck me as peculiar that certain methods or styles are advocated almost religiously, as often happens in Japanese schools. Me, I'd rather use whatever method works best for my students.

Yes, western learning style will often shock/stun Japanese students, as will smaller class size, but you don't even say what your method(s) is(are).

Can you expound on that last statement?



Nope. :)

As I said, I'm happy to use whatever method happens to suit the needs of my students. In the past that has covered all sorts of methodologies, from communicative to cognitive to GT to behavioural to.... whatever.

Basically, I'll use whatever lets them best reach the goals they want or need bearing in mind the situation at hand. At other times I'm stuck with one or another method because I am, after all, only the assistant officially, and sometimes that means I'm working with a JTL that has other ideas.

Such is life. :)
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cafebleu



Joined: 10 Feb 2003
Posts: 404

PostPosted: Wed Dec 31, 2003 3:34 am    Post subject: Reply with quote

Interesting topic started by Dr J. l`ll add my two yen worth and say that the Japanese school system is not about producing `morality` but obediant, passive recipients of whatever knowledge or propaganda the Japanese Education Ministry wishes them to absorb without asking questions about exactly what it is they are absorbing.

One thing I find really retrograde (and no, I am not talking about the 100 years ago style censorship and lack of discussion about history in textbooks) is that in school English books as well as other texts there are so many bits and pieces of misinformation about foreigners that is really Japanese racist propaganda. One book I looked at talked about how `dirty` we foreigners are in our home countries.

This sweeping generalisation was based on the fact that most of us westerners wear shoes inside our houses in our own countries - although some of us do wear slippers for relaxing at home. I object to textbooks teaching Japanese students that we are dirty - just because we don`t have tatami matting inside our houses but hard floors, and just because the Japanese never wore leather shoes for a long, long time and even then only the affluent did for some time, that makes us dirty?

I could say a lot about filthy floors that kindergarten and elementary school students sit on, and filthy washiki with no toilet paper that are standard in too many JR stations, and mention that I see more people in Japan than in my home country leaving their toilet cubicle without washing their hands (in standard no frills toilets that don`t have washing water coming from the tank unlike the decent toilets here), but you get the idea ...................

If you look carefully at such school texts there is a lot of propaganda inserted in there, just as there is in television shows and popular reading. When I first came to Japan I was asked why foreigners have their kidneys taken out as a matter of course - I laughed and said I didn`t know anybody without their kidney. Yet that piece of stupidity presented as fact was in a popular book about foreigners. And, no, they were not mixing it up with the appendix.

One of my co workers who is Japanese said to me how terrible it is that 70 percent of American people are on anti depressant drugs. I asked her where she got that information from - it was a popular tv show. I told her that the figure seemed inflated and not to get her idea of foreigners from tv shows that focus on exaggerated claims.

For me, the Japanese schools foster so much subtle and not so subtle racial propaganda and that is their purpose. Teachers openly will tell you that the purpose of school is to teach the Japanese how to be Japanese. I don`t see why that should include always emphasising how different the Japanese are to everybody else but if you take that away, you take away a key feature of the culture.

If we accept that our own culture is not unique and elevated above all others, then we have to start accepting that things we have in common with other human beings are more important. The fact that the pronounced Japanese tendency is to always draw lines between themselves and foreigners, especially when the foreigner is adept at Japanese and understands how the culture functions, and sharply separate themselves from foreigners who understand them `too well` is deliberately fostered in school.

This is why in previous posts on this board I have made a point of saying not to take the Japanese at face value for that is to really misunderstand what the whole culture is driven by. The sensitive souls who get upset by such a view don`t really have an understanding of Japan yet and maybe never will.
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Gordon



Joined: 28 Jan 2003
Posts: 5309
Location: Japan

PostPosted: Wed Dec 31, 2003 9:03 am    Post subject: Reply with quote

Cafebleu, you made some interesting points. To add, have you also noticed that many times Japanese people get uncomfortable around gaijins who have lived in Japan a long time and are fluent in Japanese? It's almost like the foreigners are not so different from the Japanese.
My employer prefers to hire people who haven't spent a lot of time in Japan and who don't want to stay with them long-term, despite the enormous cost of getting new teachers.
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nomadder



Joined: 15 Feb 2003
Posts: 709
Location: Somewherebetweenhereandthere

PostPosted: Sat Jan 03, 2004 5:04 pm    Post subject: Reply with quote

What are they trying to hide?
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G Cthulhu



Joined: 07 Feb 2003
Posts: 1373
Location: Way, way off course.

PostPosted: Sun Jan 04, 2004 12:22 am    Post subject: Reply with quote

cafebleu wrote:


If you look carefully at such school texts there is a lot of propaganda inserted in there, just as there is in television shows and popular reading.



How is this different from most, if not all, other countries?

For example, I've just got back from the US. While I was there I was reading a text about history education in the US high school system. It surveyed 140 different texts. It was not complimentary about those texts. Not at all. It listed hundreds of examples of outright error and clear political or nationalistic intent on the part of the authors.

But this should hardly be a shock: anyone that's gone on to university learns very quickly (if they're at an even half-way decent uni, that is) that such things are very common: the mass schooling system the world over is geared towards producing workers, not thinkers.


Quote:


For me, the Japanese schools foster so much subtle and not so subtle racial propaganda and that is their purpose. Teachers openly will tell you that the purpose of school is to teach the Japanese how to be Japanese. I don`t see why that should include always emphasising how different the Japanese are to everybody else but if you take that away, you take away a key feature of the culture.



Is it *racially* motivated? Unless you actually accept the concept of race (and I don't) then you might be able to say that it's nationalistically or culturally driven, but, again, that's hardly unique to Japan. Korea and China do it. So do schools in the US, UK, France and many/most other countries.

In fact, having now seen US high schools I'd say they're a *lot* more rabidly nationalistic (as is the US as a whole - frighteningly so, in fact) than Japan currently is. IME, I've always found Japan to be very much *not* *racially* driven - they certainly have and foster a 'them & us' mentality, but the 'them' part is the rest of the planet, not some narrower group as often happens in other countries.

How do you balance that?

It's all very well to claim (without offering real proof or concrete examples) that the Japanese schooling system is racist, but which cultural standard are you going to apply or aspire to as the "correct" or "better" measure? Which one *do* you prefer? Why? How, objectively, is it demonstrably or measureably better, cafe?


Quote:


If we accept that our own culture is not unique and elevated above all others, then we have to start accepting that things we have in common with other human beings are more important. The fact that the pronounced Japanese tendency is to always draw lines between themselves and foreigners, especially when the foreigner is adept at Japanese and understands how the culture functions, and sharply separate themselves from foreigners who understand them `too well` is deliberately fostered in school.



Evidence for that last part, please? Anecdotal "evidence" and *your* conclusion about motivations says more about *you* than it does necessarily about the Japanese. I grant happily that you see it as racially motivated and all part of an organised government conspiracy, but do you have any actual objective evidence? Where does opinion give way to objective fact in matters such as this? Given that we're talking about motivations across a huge number of people ("The Japanese") then I'd suggest that there is little to no *useful* objective fact able to be gleaned (ala Wittegenstein etc).

Which all comes back to the school system: yes, it has an avowed goal of producing good, docile citizens and workers. But, and it bears saying again, this is no different from many other countries equally explicit statements towards the same or similar goals.


Quote:


This is why in previous posts on this board I have made a point of saying not to take the Japanese at face value for that is to really misunderstand what the whole culture is driven by. The sensitive souls who get upset by such a view don`t really have an understanding of Japan yet and maybe never will.



The last part of your paragraph is self-serving: under your definition no one that disagrees with you has any understanding of Japan. Is that really what you wanted to say?! To believe that makes your statement one of pure dogma, not real intellectual inquiry. Or can you actually accept that people may well be perfectly well informed and experienced in matters to do with Japan and simply not reach the same conclusions as you? Heck, can you even point to anyone that has, as you suggest above, suggested that the Japanese be taken at simple face value? Anyone (with quotes) at all?
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cafebleu



Joined: 10 Feb 2003
Posts: 404

PostPosted: Sun Jan 04, 2004 2:11 am    Post subject: Reply with quote

I don`t think there was anything in my post that most foreigners who have lived for some time in Japan and have some decent knowledge of the education system here would disagree with. I come from the UK and in no way could the textbooks in my home country get away with making students learn stories about the `uniqueness of the English brain` or the kind of portrayal of other cultures that is always emphasising how strange they are and how `we English` are clean, do everything the correct way etc.

I have seen school textbooks from Australia, for example, which make a genuine effort to incorporate Aboriginal history and white colonialism. I know my own country has school textbooks commonly used that refute the notion of `British superiority` that was used against any number of countries last century and this century, and other textbooks that really emphasise the benefits of multiculturalism.

Sure, foreign countries are multicultural and Japan is not - that is the point of posters such as myself when we talk about the system and how the Japanese Ministry of Education really forces the point home of how `unique` the Japanese are. In a western country you could not include some of the tales that pass for `reality` about western foreigners in Japanese school textbooks without somemajor controversy.

I don`t think most other posters who have lived here for some time would dismiss as generalisation the fact that once you have become proficient in the language here, you tend to be viewed as somebody who understands too much. That is a common Japanese cultural response to the foreigner as if a foreigner understands what is going on they often will use the term `wakari sugiru`.

I have noticed (and so have my foreigner friends here) that when we stumbled out a few Japanese phrases when we first lived here, we would get gushing praise generally from the Japanese. Now that we are relatively fluent, we don`t find the responses from Japanese acquaintances, colleagues etc to be positive. It is an insular defence mechanism used by the Japanese in general and it is so ingrained that it is not thought of. This is the tip of the iceberg.

A lot of this starts in the Japanese school system and when you are continually fed the notion of non Japanese automatically being outsiders, naturally too many Japanese are going to accept this. You mentioned the term `government conspiracy ` - I didn`t. It`s an open process that takes place on different levels in Japanese society and starts at school. As for sensitive souls - I don`t take that back as there are a few posters on this board who feel threatened by alternative opinions that don`t tell foreigners everything is rosy and aren`t the Japanese lovely, and aren`t they unique etc. No need to apologise for something self-evident, and I actually was not referring to you when I made that statement.
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TokyoLiz



Joined: 16 Jan 2003
Posts: 1548
Location: Tokyo, Japan

PostPosted: Tue Jan 06, 2004 6:28 am    Post subject: The G Cthulu and Cafebleu firefight - Reply with quote

cafebleu said
Quote:
If you look carefully at such school texts there is a lot of propaganda inserted in there, just as there is in television shows and popular reading.



There is a lot of propaganda in both Japanese and American textbooks. Both country's educational materials support the values of the country. Japan believes it is unique in all the world, and America believe its is the best way to live in all the world.

By contrast, there are some national education systems that have tried to demonstrate a balanced view of history and ethnic relations. Canada, for example, has acknowledged its horrible history of residential schools for aboriginal peoples, the internment of the Japanese and German Canadians during wartime, and other sketchy parts of colonial history.

The Canadian propaganda, if you will, is a reinforcement of notions of equality, multiculturalism and inclusiveness.

It is possible to produce a balanced view of history and educate the children of a country to be good citizens and people who contribute positively to society. I don't think Canada is a perfect or only example of this kind of educational policy. We would all do well to examine the educational values of some other Asian, European and other former colonial countries.

Anybody have an insight into the way history is taught in say, North America's Other Country, Mexico?
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