By Gerald K. LeTendre
During this publication the authors systematically deal with the commonest stereotypes or myths approximately eastern schooling which are at present being circulated within the well known press, educating magazines and academic study journals. The authors exhibit how arguments approximately Japan are used to extra political ends in the American academic debate. many of the myths that the publication debunks are Japan's excessive adolescent suicide cost. LeTendre and Zeng express that adolescent suicide between men is now two times as excessive within the U.S. as in Japan. Tsuchida and Lewis tackle the parable of eastern school rooms as crowded locations headquartered on rote-learning--providing distinct proof as to why eastern scholars may well certainly have an "edge" in math. McConnell makes use of Japan's hugely profitable overseas language software to deconstruct photos of "Japan Inc."--showing the hugely fractious and sour political debates that ensue in Japan. Yang offers information on changes in eastern and American academics' paintings roles--showing that alterations within the academic structures will not be easily as a result of "cultural" transformations, yet have a foundation in academic coverage and college association. Shimizu deals another view of accomplishment motivation between eastern scholars in keeping with in-depth interviews with jap children.
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Additional info for Competitor or Ally?: Japan’s Role in American Educational Debates
Although he does cite part of the extensive corpus of work conducted by Stevenson and his group, he concentrates on only one work, The Learning Gap , which was specifically written for a very general audience . This willingness to believe in a vast conspiracy that aims to distort the educational picture in Japan reveals the political sub-text of Bracey 's work and the work of others. The reasoning goes that because Stevenson and his colleagues do not excoriate Japan, they are "soft" on Japan, visiting schools that "only the government wishes them to see" (Bracey, 1996:7).
Teaching and Learning in Japan . New York: Cambridge University Press, pp. 190-212 and I. S. and Japanese Classroom s. D. Dissertation. School of Education, University of California, Berkeley. S. teachers lack. Japanese can refer their students to lessons encountered previously, and they can lead their students toward connections with their previous studies. Japanese teachers also have access to information in teachers' manuals about the questions and misconceptions that students are likely to bring up.
190-212 and I. S. and Japanese Class rooms. D. Dissertation. School of Education, University of California. Berkeley.