North Wind Bows To The Rising Sun
The North Wind and the Sun were in a dispute over who had the most power. They decided to settle the argument by seeing who could first strip a man of his clothes. The North Wind tried his best to blow the traveler’s cloak off, but the harder he blew, the tighter the traveler wrapped his cloak around himself. Finally, giving up, the North Wind called upon the Sun to see what he could do. When the Sun came out with all his warmth, the traveler felt the rays and began to remove his clothes one by one. Eventually, he was so hot that he undressed completely and bathed in a nearby stream. – Aesop’s Fables
Japan is changing its highly demanding education system and taking inspiration from the United States.
For generations, Japan has instilled a rigorous education system with the determination of the North Wind. The belief was that strict pressure would push children to learn what they needed in order to succeed in a challenging world. This philosophy served Japan well, as it prepared a diligent and skilled workforce for the industrial growth that led the nation to briefly dominate the economy. Japanese children consistently excelled in math and science, making the nation’s schools the envy of larger, more powerful countries, particularly the United States. Japanese schools gained international recognition for their efficiency and success in educating the majority of students to high levels, while minimizing achievement gaps between top and bottom performers.
However, parents and policymakers in Japan have grown weary of this strong force and are concerned about the toll it is taking on children. Some government officials believe that the North Wind has blown the education system off course, potentially leading to a crisis. Reports of teenage suicide and violence, increasing numbers of students dropping out or refusing to attend school, and a disconnect between the fact-based curriculum and the skills needed for innovation have sparked the need for significant changes, according to government officials. After more than a decade of debate and preparation, Japanese schools will now look toward the Sun for inspiration and purpose.
The plan to change the education system is controversial in a society where children have traditionally spent long hours on schoolwork, often six or seven days a week. The promise of a better life and the shame associated with academic failure have been strong motivators for generations of students. However, the new vision of academic achievement presented by the government contradicts the disciplined and hard-working culture of Japan. While flaws in the education system have been acknowledged for over 20 years, the government’s proposal for a more relaxed approach has sparked intense debate on how to improve the educational experience without compromising academic performance. Ken Terawaki, the deputy director-general of the Lifelong Learning Policy Bureau, believes that intrinsic motivation will inspire children to learn more deeply than a strict curriculum. He argues that the style of education, whether it be like the North Wind or the Sun, makes a significant difference.
Overall, Japan is shifting its education system from the forceful and rigorous approach of the North Wind to a more relaxed and intrinsic motivation-driven approach like the Sun. This change is not without controversy, as it challenges long-standing cultural norms and expectations, but it is seen as necessary to address concerns of student well-being and adaptability in an ever-changing world.
In this urban school, the art class down the hall has also undergone a transformation. As a 5th grader concentrates on her current project, her dream house, she blocks out the chatter of her friends. The cardboard structure is larger than usual, adorned with vibrant colors, and encompassed by a white picket fence. Principal Hiroshi Nagai of Fujimidai explains that the art class used to emphasize technical skill and the reproduction of famous works. Now, their focus is on encouraging children to create their own artwork, fostering their creativity and artistic abilities. Some observers find these principles to be surprisingly American, reflecting the progressive educational values that have long characterized schooling in the United States. It seems that Japan’s new wave of reform opposes the back-to-basics efforts currently taking place in American schools. Chester E. Finn Jr., the president of the Thomas B. Fordham Foundation based in Washington, describes this as Japan and the U.S. passing each other like ships in the Pacific Ocean, heading in opposite directions in terms of organizing education. Some experts in the U.S. are puzzled as to why a nation known for its academic excellence would look to American schools for guidance on educational improvement. However, Japanese leaders argue that the United States excels in several areas of education that Japan has overlooked thus far. The school is now open to building better relationships with the community. At Ogawa Elementary School, for instance, students are learning the art of the tea ceremony from a local resident. Kakutaro Kitashiro, the president of the Tokyo-based Asia Pacific headquarters of IBM, says that while they have a good compulsory education system that provides a standard minimum education, they recognize that once they need to nurture students’ creativity, problem-solving skills, and ability to take initiative, they face challenges. Despite Japan’s reputation for its outstanding math curriculum, business leaders and education officials often lament the lack of essential life skills in students. According to a college instructor, students seem to be incapable of thinking for themselves when faced with challenges. Another college instructor at a private university expresses concern that students lack resourcefulness and tend to seek a single “right” answer while relying on guidance to solve everyday problems. However, some argue that the differing educational philosophies between Japan and the United States are not new. The two nations have frequently switched their educational policies, often coinciding with shifts in economic prosperity or the release of international comparisons of student achievement. A consensus emerged in Japan during the 1990s that the schools were inadequate for preparing students for postindustrial challenges, even as the country’s academic dominance was confirmed by international tests. At the same time, American scholars and lawmakers were studying Japanese schools and researching the reasons behind their academic success. As committees fine-tuned a plan to bring Japanese schools into the 21st century, amendments were made to several education laws in 2001, with further changes expected next year. However, these reforms are just part of a larger agenda to transform society and better reflect the informational and international challenges of the new century. Most citizens acknowledge that Japan’s remarkable recovery after World War II will not be sufficient to overcome the current economic difficulties. As Japan has been in a decade-long recession, it has become envious of the United States’ reputation for innovation and business success, and hopes to replicate this through an educational makeover. Terawaki, from the Education Ministry, emphasizes the need for schools to focus on building students’ basic capabilities, such as having their own ideas, thinking independently, effectively communicating ideas, and collaborating creatively with others. He acknowledges that these ideals may be taken for granted in the United States, but in Japan, where conformity is valued and individual accomplishments are minimized, they have not been prioritized.
Many teacher education programs still adhere to traditional teaching methods, which leaves new teachers unprepared to address the instructional challenges posed by the new curriculum. Consequently, numerous parents are concerned that schools will be less equipped to properly prepare students for the demands of college. Makoto Sano, the principal of Inagi Junior High School No. 4, acknowledges these anxieties, stating, “Parents are quite apprehensive and worried about the academic standards. Most of them believe that this academic reform undermines their child’s education. I reassure them that their worry is only temporary and that they are not looking far enough ahead.” The restructuring of the university system, which includes the privatization and closure of many national universities, is also planned to occur in the coming years. Some observers argue that this reform, coupled with a declining school-age population, will also necessitate changes in universities.
In Akito Fukuda’s class, students actively engage in hands-on learning experiences to gain a deeper understanding of the information and theories outlined in the 5th grade science curriculum. At Shiroyama Elementary School in Inagi, a suburb of Tokyo, the class is currently studying the life cycle of plants. Each student cares for their own thriving potted beanstalk, which they nurtured from a seed, while watching a short video demonstrating the reproductive process of plants. Afterwards, they venture outside to a nearby park in order to identify native plant and animal species.
The conventional notion of science class has been completely transformed in a system where learning was previously synonymous with rote memorization. Fukuda became somewhat of a trailblazer after initial changes to the curriculum ten years ago introduced a more progressive approach to teaching science. “It has transitioned into a discovery-based process, where students independently explore and seek to uncover truths,” Fukuda explains. Though many science teachers have been hesitant to deviate from traditional teaching methods, the latest curriculum provides more specific recommendations for transforming science instruction.
The Ministry of Education, also known as Monbusho, has long been criticized for its centralized authority and top-down management of schools. However, the government’s plan actually delegates some control to local school leaders. Administrators are confident that they can adapt the national guidelines to suit the unique needs of their schools and students. “The Ministry of Education has only provided a broad mission statement,” says Yukie Matsuozawa, the superintendent of the Inagi City school district, an affluent area located on the outskirts of Tokyo. “The specific details need to be determined. The district has a plan, and each school must develop their own program to fulfill the ministry’s mission.”
Further away from Tokyo, Hajimi Funakawa, the superintendent of schools for a cluster of small districts four hours west, agrees. “As superintendent, I don’t have the opportunity to directly communicate with the ministry,” he explains. In order to comply with the new national policies, “the state board proposes a plan, but the school district creates its own plan based on the unique needs of the community.”
Just a few months into the school year, many elementary school educators across the country have seemingly embraced the new government guidelines. They have attended professional development workshops and informational seminars over the past two years. However, the reality of primary schooling in Japan contradicts the stereotype of a dull classroom where strict discipline and rigid instruction make learning joyless. In fact, elementary students seem comfortable, confident, and happy.
At Sakiyama Elementary School in Ichijima, a rural region in the western mountains of Hyogo Prefecture, teachers respectfully bow and wait for permission before entering the office of Principal Shigeaki Saiki. Meanwhile, spirited students pound on the windows and energetically greet the kind-hearted leader and his visitors when the office door is opened. Children playfully run through hallways adorned with art and crack jokes during literature lessons. During recess, the warm sun shines on wind-blown rice paddies, causing dozens of children to squint as they play soccer on a dirt field. Indoors, other children practice the art of origami or engage in traditional Japanese games.
In spite of the difficulties, he asserts that the fundamental aspects of the reform are trustworthy. Some experts concur with this belief. Gary DeCoker, the director of the East Asian Studies program at Ohio Wesleyan University, mentions that even if there is a reduction in the well-integrated and well-articulated Japanese curriculum, its quality is unlikely to be compromised. DeCoker, who is the editor of National Standards and School Reform in Japan and the United States, compares the Japanese curriculum to the American one and believes that the former still contains more substantial content.
However, many parents have doubts. They are concerned that cutting back on school hours and introducing a three-hour integrated period per week will result in less focus on academic subjects. Multiplication tables and other fundamental mathematical principles, which have traditionally been taught in second grade, will now be postponed to higher grades. Japanese writing classes will allocate an extra year, until 6th grade, for students to learn around 1,000 kanji characters. Additionally, some biology lessons in elementary school will be delayed until junior high. At the secondary level, there will be fewer compulsory courses, giving students a wider range of elective classes to choose from.
As a result, the majority of parents continue to pay for juku, a supplementary education system. Those who can afford it choose to send their children to private schools, anticipating that overall student achievement will suffer. Although private schools are also required to follow the national curriculum, they have more options in terms of continuing Saturday school and possess greater resources than most public schools to enhance instruction beyond the government’s minimum standards.
The teachers at Sakiyama Elementary School display dedication and enthusiasm towards their work. They stay after school hours to prepare lessons that are both educational and engaging for their 116 pupils. However, with the implementation of the new national curriculum and the elimination of Saturday school, preparing lessons has become more challenging. The teachers must find ways to reduce the curriculum without compromising quality, while adapting their teaching style to encourage greater student participation and enjoyment.
To achieve this, the teachers rely on each other for ideas and feedback. One example of this collaborative practice is called Lesson Study, which is popular throughout Japan and is gaining traction in some U.S. schools. As many as six teachers and administrators find seats in the back of a colleague’s classroom to observe and take notes. In this case, they watch Katsumi Inatugi engage his students in a lively discussion about the co-dependence of hermit crabs and the parasitic sea anemone. Later, the group will review the video footage and discuss ways to improve the lesson.
Teachers all over Japan are actively seeking ways to enhance their teaching practices to align with the Education Ministry’s vision. They are utilizing the internet, attending seminars and workshops, visiting pilot schools, and collaborating with their colleagues to learn new strategies. The introduction of new textbooks has resulted in a reduction in the number of lessons in each subject, eliminating unnecessary and repetitive information. However, this requires teachers to create more supplementary materials, such as custom-made handouts, to explain the content and provide examples. The integration of technology in schools has made it easier to incorporate a wide range of materials and educational experiences for students, but it may also require additional time to teach technical skills and how to apply them.
Both novice and experienced teachers feel overwhelmed by these challenges. Takashi Yamaguchi, a first-year teacher at Inagi’s Shiroyama Elementary School, states that his teacher training focused on traditional methods and does not adequately prepare him for the new classroom requirements. Even after 30 years of teaching, Hiroshi Motohashi is not confident that he can effectively address the individual needs of his 40 students.
Your job is to rewrite the entire text using better language and ensuring it is unique and written in a natural way. The output should be in English. The given snippet of text is as follows:
“Please rewrite the entire text using more polished language and ensuring it is distinct and presented in a natural manner. All output must be in the English language.”
Author
0