can japan change the education system.pdf

Changes represent a new vision of the welfare of the

This preview shows page 2 - 3 out of 4 pages.

changes represent “a new vision of the welfare of the people, lest Japanese liberals again lose their courage to challenge the conservative government”. Christopher Hood, after crediting former prime minister Nakasone Yasuhiro with initiating the reform, simply states: “Although I do not agree with all of the proposals, I can appreciate why the proposals were made, and like everyone, hope that the results will be positive.” Peter Cave, from a viewpoint of political leadership, judges the reforms to be “on the whole, for the good”, although “not perfect”. Robert Aspinall worries that in the internationalist portion of the reform, the emphasis on Japanese students’ learning English may damage valued aspects of traditional Japanese culture and dilute the people’s sense of national identity. Yoko Tsuruta, who approaches the matter from the vantage of globalization, withholds judgment about changes in higher education which “may be called another great reform or may not . . . We need more time to observe and analyse.” Julia Whitburn, in discussing altered methods and reduced time for teaching mathematics, is puzzled about how desirable the innovations will prove to be. For instance, she notes the paradox of (a) Japanese students under the traditional system who say that they dislike mathematics, yet earn high scores on international mathe- matics tests and often choose to go on to higher math studies, whereas (b) English students say that they enjoy mathematics, yet earn lower test scores than the Japanese and more often avoid advanced mathematics classes. In the final contribution to the volume, David Phillips offers a brief history of British interests in Japanese educa- tion, speculating about the value of a nation’s educators and political leaders studying other countries’ educational goals and practices. I enjoyed reading Can the Japanese Change Their Education System? It is written throughout in a lively, engaging style, with the authors’ arguments well supported with evidence. The book offers a valuable set of perspectives from which to observe
Image of page 2

Subscribe to view the full document.

Image of page 3
  • '17
  • Robert Levine, Roger Goodman, International Review of Education, Internationale Zeitschrift für Erziehungswissenschaft

{[ snackBarMessage ]}

Get FREE access by uploading your study materials

Upload your study materials now and get free access to over 25 million documents.

Upload now for FREE access Or pay now for instant access
Christopher Reinemann
"Before using Course Hero my grade was at 78%. By the end of the semester my grade was at 90%. I could not have done it without all the class material I found."
— Christopher R., University of Rhode Island '15, Course Hero Intern

Ask a question for free

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern