3.2 Internationalization of Education in Japan: Great Education Reforms
Japan has long been influenced by foreign education systems such as Chinese Confucianism and Buddhism since the 6th century and Dutch studies in the Edo period (1603–1868). In that context, it can be said that the internationalization of Japanese education proceeded with influences from the outside world. This was especially true in the Meiji era (1868–1912), when Japan’s internationalization was identical with the modernization of the country.
The modernization of Japanese education started with the Meiji Restoration in the 1860s, when more than 250 years of feudal military government (the Edo period) came to an end and imperial rule was restored. Rappleye and Kariya (2011, p.53) point out that since the Meiji Restoration, Japan experienced three ‘Great Education Reforms’, namely the reform in the early Meiji era (1868–1890), during World War II and its aftermath (1937–1955), and the reform initiated under Prime Minister Nakasone’s Ad Hoc Council for Education (1983–1987).
3.2.1 Reforms in the Meiji Era
Many scholars of Japanese education including Lincicome (1993, p.148) consider the first wave of reform to have
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However, Japanese reformers have never simply borrowed, rather “they have always ‘reworked’ imports in accordance with domestic debates and dynamics” (Rappleye and Kariya 2011, p.52). Japan digested imports from the outside world and made them Japan’s own. Referring to Japanese adaptability, some suggest that Japanese leaders very much valued their national identity and took pride in Japanese culture and history, even as they adopted and adapted to imports from advanced Western countries. Thus, the Japanese remained eager to preserve their culture and history. This inclination, which is considered characteristic of Japan, sometimes evokes Japan’s nationalistic
In the book Learning to Bow, written by Bruce Feiler, Feiler is sent to Japan to teach Japanese students about American values, customs, and its language. Feiler discusses his life and teaching experience in Japan during the late 1980’s and early 1990’s. In what became more of a learning lesson however, the author was able to understand what it truly meant to be Japanese. Feiler is better able to understand what it means to be Japanese through his immersion into Japanese society, as well as comparing his Americanized ideals with that of Japan. He is enabled through this immersion to better understand the vast similarities and differences between these two distant countries.
Japan didn’t open to foreigners until the mid-19th century. Japan quickly realized the situation and began to modernize and westernize as fast as possible. Japan wanted to be strong enough to resist domination of western imperialists who wanted Japan for their own. Japan also wanted to become the strongest Asian country. Japan’s tactics of rapid modernization succeeded, and kept the country and government independent of foreign control.
Feudalism was a key component of life for those in both Western Europe and Japan. The two systems developed independently from each other yet still held a multitude of similarities. However, their many differences out shadow the unique parallels they shared. The major discrepancies between the two are found in each’s code, structure and regulations. Documents nine and ten, break down the feudal structures of Western Europe and Japan.
The Meiji Era of Japanese history was a significant period of time that saw the shifting of Japan into a Western-oriented nation. In order to maintain pace with surrounding countries and their development, the Japanese consolidated their approach in order to compete and benefit from other nations. Beginning in 1868, this long-term event initially intended to shift Imperial rule to Japan. Beginning in 1868 and although there had been an emperor prior to the Meiji restoration period, this era strengthened the political system under the Emperor of Japan. The Japanese mainly relied on imported ideals during restoration in order emulate Western nations who, in the Japanese eyes were advanced and powerful.
Japan had first created a plan to bring new order in Asia of 1938 (Doc.C). Time went by and in the beginning of 1941, Japanese high schools and colleges were required to teach about the new world order idea to help everyone understand the process (Doc. A). Japan believed that the old order of both the Europeans and the American controlled systems was crumbling. They believed that their new order led by their emperor would take over and replace the old order (Doc. A).
Before this industrialization in 1968, was the Boshin war, which was directly responsible for the Meiji Restoration, due to the fact that after the war, Japan wanted to have one central power, which resulted in Japan’s government wanting to become like an already successful government with one central power, America, however they did not want America’s culture, but merely the style of government, which resulted in Japan becoming much more western. Then after the war, the Meiji Restoration started, which was the new government taking over Japan, this started a westernization movement in Japan, and during this westernization, industrialization started, and then it settled all throughout Japan, building factories, and machines. Similar to this, Russia experienced the Crimean war, which was essentially a wake-up call for Russia to industrialize after it’s terrible loss to both Britain and France, to add to the losses, after that, Japan and Russia fought, and Russia lost horribly, which shocked the entire
In this paper, I will present the principal issues that caused the Japanese electorate to change its allegiance in the
(Carrol) Japan was very traditional during the Tokugawa Shogunate; there were a number of changes under the shogun rule in Japan which were very similar to those seen in the industrial revolution in England. The shogun also tried to close japan to western influence, by prohibiting things such as Christianity
There are many reasons why Japanese nationalism reached the levels it did throughout Hirohito’s reign. The Meiji period, from 1868 to 1912, was a great source of nationalism for the Japanese, as it glorified them and dehumanized the Chinese, showing them as savages. This nationalism from the Meiji period carried over to when emperor Hirohito ascended as Emperor of Japan in 1926 and manifested as ultraconservatism. After the left “disintegrated”, ultra-nationalism, even chauvinism began to come forth, further fueled by Hirohito’s role as a god. This Japanese nationalism became extreme to the point it created an atmosphere of fear and tension, where even Hirohito was unable to change the political, social, and economic climate previous to World
“To guard against external influence, they also worked to close off Japanese society from Westernizing influences, particularly Christianity. When the Tokugawa shogunate grew increasingly weak by the mid-19th century, two powerful clans joined forces in early 1868 to seize power as part of an “imperial restoration” named for Emperor Meiji.” This restoration was the beginning of the end of feudalism, or the way of structuring society around relationships derived from the holding of land in exchange for service or labour, in Japan. The Tokugawa regime acted to exclude missionaries because of suspicion of foreign intervention and colonialism. Eventually, they issued a complete ban on Christianity in Japan.
Feudalism: Japan vs. Europe Feudalism changed the way people lived their everyday life. There was a point where people had to rely on others for stabilization and support. Though there is only one purpose of feudalism, it had different effects throughout the world. European feudalism was based on contract where as Japanese feudalism was based on personal relationship with the lords and vassals.
The Artist of the Floating World is a novel set in Japan in the 1950s where traditional Asian values are prevalent. One can assume that given such a traditional setting, this narrative of different generations would reflect one common quality – complete obedience to the senior by the junior. However, this novel seems to reflect the complete opposite. I will argue through different relationships in the novel that while the senior usually assumes the authority, there is a tendency for the junior to challenge it. While this same tendency remains throughout generations even though methods to do so may change, it leads us to question the validity of Ono’s belief “that while it is right to look up to teachers, it was always important to question their authority (page 73)” and if this tendency is for the better or for the worse.
But also change within the military occurred with the replacement of Samurai authority. Trying to be equal competitors in world power as their Western neighbors. Japan had gotten imperialist ideas from 1853 when the U.S. black ships steamed
Based on the reflections above, this chapter is going to examine sub question number 2: How has the Japanese working culture changed? Therefore this chapter will focus on the history of the working culture in Japan, starting from the 1950s, where America had established military facilities in Japan and began to influence the society, and Japan began to evolve from a feudal community to a capitalistic state (Hidaka, 2014). 5.1
Currently, Japan is often known for having a very distinct culture, cultivated due to their relative isolation as an Island country. Indeed, many people reference the Tokugawa Edicts as the reason for this perception. However, while Japanese civilization is certainly a highly distinctive society, it also has strong ties to Chinese culture that began long before the Tokugawa era. In fact, as early as the first century A.D., the people of Japan were sending missions to China; they established a trade and tribute based relationship. This initial relationship gave way to the later Chinese influence that would shape Japan.