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Author: Masako Shibata
Publisher: Lexington Books
ISBN: 9780739111499
Category : Education
Languages : en
Pages : 238
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Book Description
Focusing on the post war reconstruction of the education systems in Japan and Germany under U.S. military occupation after World War II, this book offers a comparative historical investigation of education reform policies in these two war ravaged and ideologically compromised countries. While in Japan large-scale reforms were undertaken swiftly after the end of the war, the U.S. zone in Germany maintained most of the traditional aspects of the German education system. Why did Japan so readily accept ideas and values developed in the allied countries while Germany resisted? Masako Shibata explores this question, arguing that the role of the university and the pattern of elite formation, which can be traced back to the period of the formation of Meiji Japan and the Kaiserreich, created the conditions for differing reactions from educational leaders in each country; this had a decisive impact on the proposed reforms. By examining these reactions through a sociological, cultural, and historical frame, an explanation emerges. Japan and Germany under the U.S. Occupation will prove to be a valuable resource both to scholars of history and education reform.
Author: Gary Hoichi Tsuchimochi
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 408
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Book Description
Author: Masako Shibata
Publisher: Lexington Books
ISBN: 9780739111499
Category : Education
Languages : en
Pages : 238
Get Book Here
Book Description
Focusing on the post war reconstruction of the education systems in Japan and Germany under U.S. military occupation after World War II, this book offers a comparative historical investigation of education reform policies in these two war ravaged and ideologically compromised countries. While in Japan large-scale reforms were undertaken swiftly after the end of the war, the U.S. zone in Germany maintained most of the traditional aspects of the German education system. Why did Japan so readily accept ideas and values developed in the allied countries while Germany resisted? Masako Shibata explores this question, arguing that the role of the university and the pattern of elite formation, which can be traced back to the period of the formation of Meiji Japan and the Kaiserreich, created the conditions for differing reactions from educational leaders in each country; this had a decisive impact on the proposed reforms. By examining these reactions through a sociological, cultural, and historical frame, an explanation emerges. Japan and Germany under the U.S. Occupation will prove to be a valuable resource both to scholars of history and education reform.
Author: 苅谷剛彦
Publisher: Routledge
ISBN: 0415556872
Category : Education
Languages : en
Pages : 242
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Book Description
This title demonstrates from a sociological point of view and by way of empirical analysis that educational reforms have caused profound changes in the society of post-war Japan. It focuses on the spread of inequality in Japanese society as an 'unintended outcome' to which the educational reforms ended up contributing.
Author: Leonard James Schoppa
Publisher: Routledge
ISBN: 1134865163
Category : Social Science
Languages : en
Pages : 303
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Book Description
The Japanese education system, while widely praised in western countries, is subject to heavy criticism within Japan. Education Reform in Japan analyses this criticism, and explains why proposed reforms have failed. The author shows how the Japanese policy-making process can become paralysed when there is disagreement, and argues that this `immobilism' can affect other areas of Japanese policy-making.
Author: Akito Okada
Publisher: Berghahn Books
ISBN: 0857452681
Category : Education
Languages : en
Pages : 214
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Book Description
In many societies today, educational aims or goals are commonly characterized in terms of “equality,” “equal opportunity,” “equal access” or “equal rights,” the underlying assumption being that “equality” in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers’ unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan’s falling birthrate and aging society.
Author: Yoshiko Nozaki
Publisher: Routledge
ISBN: 1134195907
Category : History
Languages : en
Pages : 219
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Book Description
The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan’s occupation of neighbouring countries during the Asia-Pacific War (1931-1945), and which have been challenged by critics who favour more critical, peace and justice perspectives, goes to the heart of Japan’s sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the controversy in the context of debates about memory, and education, and in relation to evolving politics both within Japan, and in Japan’s relations with its neighbours and former colonies and countries it invaded. It discusses in particular the struggles of Ienaga Saburo, who has made crucial contributions, including through three epic lawsuits, in challenging the official government position. Winner of the American Educational Research Association 2009 Outstanding Book Award in the Curriculum Studies category.
Author: David Maurice Berman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 268
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Book Description
Author: Julian Dierkes
Publisher: Routledge
ISBN: 1135193630
Category : Political Science
Languages : en
Pages : 338
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Book Description
How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.
Author: J. Marshall Unger
Publisher: Oxford University Press, USA
ISBN: 0195101669
Category : Japanese language
Languages : en
Pages : 189
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Book Description
Although the United States Education Mission recommended that the Japanese give serious consideration to the introduction of alphabetic writing, key American officials in the Civil Information and Education Section of GHQ/SCAP delayed and effectively killed action on this recommendation. Japanese advocates of romanization nevertheless managed to obtain CI&E approval for an experiment in elementary schools to test the hypothesis that schoolchildren could make faster progress if spared the necessity of studying Chinese characters as part of non-language courses such as arithmetic. Though not conclusive, the experiment's results supported the hypothesis and suggested the need for more and better testing.
Author: Takehiko Kariya
Publisher: International Perspectives on
ISBN: 0807764086
Category : Education
Languages : en
Pages : 241
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Book Description
"Kariya and Rappleye focus on the Japanese model, looking at the country's educational history and policy shifts. They show how the Japanese experience can inform global approaches to educational reform and policymaking -and how this kind of exploration can reinvigorate a more rigorous discussion of meritocracy, equality, and education. This book is made available as an open-access electronic publication with the generous support of the Suntory Foundation"--
