Education In Japan Research Articles

A Contribution to the History of Japanese Education Systems for Radiological Technologists.

The evolution of radiological technology is one of the most remarkable events of modern medical technology. Radiological examination has resulted in non-invasive, individual diagnostic imaging, which has contributed significantly to successful medical treatment of patients. This review summarizes past and current Japanese educational systems for radiological technologists with a historical perspective focusing on three periods. The first period begins with Roentgen's discovery of X-rays (1895), the second period begins with the establishment of the Radiological X-ray Technologist Act (1951), and the third period begins with the launch of the first university course for radiological technologists (1987). It is conceivable that those periods are in accordance with the technological paradigm shifts, including the development of contrast radiography and the application of CT and MRI to clinical practice. To maintain awareness of the most recent available technologies and maximize safety, educational programs teaching the latest knowledge were offered during each period. The advanced technologies require highly skilled radiological technologists and highly established educational systems. At present, over 70% of Japanese educational programs for radiological technologists are university courses leading to a bachelor's degree. The increasing globalization of radiological technology requires future radiological education systems to have a global perspective.

A Hybrid Online/Face-to-Face Approach to Intercultural Interactions in a Japanese Education Major University Context

A Hybrid Online/Face-to-Face Approach to Intercultural Interactions in a Japanese Education Major University Context

Ijime: school bullying in Japan

Abstract. The issue of bullying among schoolchildren has national differences. In Japan, it is called “ijime” as a special kind of bullying, where bullies are victim’s classmates and friends and act so that the victim does not immediately understand. Among its forms, more than 60 % are insulting and mockery, the second place is use of physical force, the third is social isolation, which generally contradicts traditional norms of communication and therefore brings more moral suffering to Japanese schoolchildren than other forms. Ostracism and boycott cause their academic problems, absenteeism and suicidal behavior. The research aims to analyze the essence and features of ijime as a phenomenon of Japanese education and culture. This explains the use of the culturological approach, as well as methods of content analysis, statistics study, comparative pedagogical and historical methods, systematization. The main theoretical basis in the study is the works of Japanese scientists on philosophy, culturology, sociology, ethnic psychology, pedagogy and conflictology in Japanese and English. The article reveals specifics of interaction among Japanese schoolchildren, the dynamics of ijime development, its factors, assesses the current situation and the measures of the authorities and schools to prevent, identify and combat school bullying. In conclusion, ijime is meant as a phenomenon due to the collective type of the Japanese society, some peculiarities of social communication and national education in the country; with only schools’ efforts to solve the issue is impossible due to the institutional and traditional nature of ijime.

Egalitarian Education or Meritocracy? : The OECD Perspective on Japanese Education and Its Japanese Critics, 1970

경제협력개발기구(OECD)는 소련 공산주의에 대항하는 미국과 서유럽 국가들의 경제적 번영을 위해 1961년 설립된 국제기구로, 교육이 경제부흥에 효과가 있다는 교육 사회학자들의 믿음이 국제사회에서 받아들여지자, 이 기구는 빠르게 교육정책을 토론하는 국제사회의 장으로 거듭났다. 민주적이고 평등하며 경제적으로 번영하는 자유진영의 구축이라는 미국의 냉전 전략에 공명하며, 경제협력개발기구의 지도자들은 교육 정책에 관한 연구 사업을 이끌고 각국의 고등교육을 확장하는 교육개혁에 대해 자문했다. 많은 정부가 이 국제기구의 지도력을 활용하여 자국의 고등교육 팽창정책을 옹호했고, 1964년 가입한 일본 정부는 1970년 1월 경제협력개발기구의 교육조사관을 초빙하여 자국의 교육정책에 대한 전반적인 평가를 받고, 그해 말 이 기구의 본부가 있는 파리에 문부성 관료들을 일본대표단을 파견, 일본의 교육노선에 관한 토론을 벌였다. 그런데 이 협력이 순조롭게만 진행된 것은 아니었다. 일본 교육제도의 성취와 한계를 둘러싸고 경제협력개발기구의 교육조사관들과 일본 문부성의 관료들이 심각한 의견 차이를 보였던 것이다. 경제협력개발기구의 교육전문가들이 일본 교육을 평가할 때, 그들은 일본 대학들의 견고한 위계서열, 특히 도쿄대학을 비롯한 입시경쟁의 상위에 있는 국립대학의 패권적 위상을 강하게 비판했다. 반면, 일본의 문부관료들은 대학서열을 무너뜨리는 데 의욕을 보이지 않았을 뿐만 아니라, 경제발전을 위해 그 필요성을 역설했다. 바꿔 말하면, 일본의 관료들은 경제협력개발기구와의 교류를 통해 자신들이 필요로하는 의제, 즉 경제발전을 위해 교육을 확대하는 의제는 자신들의 고등교육 확대를 추구하는 정책을 정당화하는 데 원용하면서도, 고등교육기관의 위계서열을 완화하라는 쓴소리에는 귀를 막았던 것이다. 이 논문은 일본의 문부관료가 경제협력개발기구라는 국제기구의 권위를 이용해 자신들의 정책을 정당화하면서도, 그 교육조사관들의 평등교육에 대한 요구는 외면하는 과정을 추적한다. 이 연구를 통해 필자는 국제기구에서 상대적으로 힘이 없는 나라들도 이 국제협력을 통해 기회를 찾았다는 평범한 사실을 확인함과 동시에, 1970년 당시 세계적으로 일본에서 가장 첨예하게 나타난 대학의 서열화라는 문제를 거론하던 서구 교육조사관들의 비서구 국가에 대한 편견과 1960년대 경제호황과 늘어나는 교육기회에 가려 이 문제의 심각성을 제대로 가늠하지 못한 일본 문부관료의 오만을 투시함으로써, 당시 이 문제를 둘러싼 국제사회 구성원들의 토론이 남긴 성취와 한계를 생각해보고자 한다.

Trends and issues of distance education of adults in Japan

This paper examines the present situation of the development of distance education in Japan, particularly concerning adults. In Japan, the term “lifelong learning” has become widely used and is central to educational policies that actively address critical subjects occuring in a wide range of education in a rapidly changing society. Japan's higher education system is suffering from a steady decline in the number of high school graduates as a result of declining birth rates. One way to tackle this problem is to attract new demographic groups of students, such as adults and international students. Besides, the growing number of older adults has led to an increased demand for educational programs. On the other hand, there are numerous issues to be addressed in order to promote adult education in Japan. The COVID–19 pandemic revealed problems in the education system, showing serious gaps both in the principles of organizing lifelong learning and in the implementation of educational programs in this aspect. While online distance education is a strategic instrument that Japanese institutions may adopt to achieve a competitive advantage, it is under- represented in comparison to its global counterparts. In this article, the factors that influenced the development of distance education in Japan, as well as the reasons that hindered its spread have been considered. The authors have analyzed the features of adult education within the Japanese lifelong education system. Also, we examined the organizations providing distance education (including online) in Japan and the measures taken by the government to further develop distance education for adults amid the pandemic.

日本語教育におけるルーブリック評価の標準モデル

In this study, we examined the practice of rubric assessment in three major subjects in the discipline of Japanese Education in order to find the essential instructional methods that would enhance the interactive classes in Japanese Education. The purpose of this study is to suggest the proposal of a standard-model of rubric assessment in major subjects. As a result this study identifies the essential parts for making rubric models. Firstly, by showing rubric for a presentation, it was possible to share the assessments with learners that teachers/instructors tend to entrust all the time . Secondly, it was able to encourage learners' autonomy and to foster the ability to evaluate other people's presentation objectively. Thirdly, the study shows that the rubric assessments encouraged learners motivations because of the rubric assessments items and criteria in presentation evaluation clarified by this study. Thus, this study suggests a standard-model of rubric assessment for major courses in Japanese Education. This model can be used for evaluating learners' performance, especially in presentation. However, it is important to keep modifying the rubric items and criteria by considering the class contents, characteristics and goals so that these assessments can adjust class goals and learners' perspectives . As future tasks, by analyzing peer-evaluations, this study points to the further efforts to make instructional methods for minute assessments and to consider flexible rubric criteria.

Education and ‘Civilization’

Studies on the transformation of the Japanese educational system in the Meiji period usually emphasise the intensity of reforms and their comprehensive character. In the framework of the present study, I will briefly summarise the central aspects of this transformation, then turn to the examination of the tension manifested in Meiji period discourses on education. This is a tension that emerges when one compares the interpretation of the Meiji era as the introduction of ‘enlightened’ Western liberalism with the ideology of centralised reform, far from being as liberal as reported by Meiji period intellectuals themselves. I draw attention to this tension as manifested in the purposes of Meiji educational reforms, then I turn to the analysis of the education of women as a central question in terms of the interpretation of the family in Meiji Japan. The analysis is based on the writings of the leading intellectuals of the time, basically their essays published in the famous journal of the 1870s, Meiroku Zasshi 明六雑誌.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

Age, gender, and financial literacy in Japan.

ObjectiveThe aim of this study is to investigate the association between financial literacy and age as well as gender differences in financial literacy.MethodsWe analyse a sample of 25,000 individuals from ‘The Financial Literacy Survey 2016’ conducted by the Central Council for Financial Services Information (Bank of Japan). The analysis focuses on the relationship of age and financial literacy as well as that of age and self-rated financial knowledge. To consider factors accounting for gender differences in financial literacy, we use the Blinder-Oaxaca decomposition method. To further our understanding of financial literacy, we conduct additional analyses on financial behaviour and attitude.ResultsAlthough age is associated with increased financial literacy (Men, β: 0.249, standard error [SE]: 0.030; Women, 0.354, SE: 0.026), the growth rate decreases among the older respondents (Men, β: -0.002, SE: 0.000; Women, -0.003, SE: 0.000). However, the association between age and self-rated financial knowledge among men moves in the opposite direction (Age, β: -0.021, SE: 0.009, Age2, β: 0.000, SE: 0.000). Furthermore, female respondents are likely to be less financially literate than their male counterparts (β: -0.586, SE: 0.095) due to gender differences in the distribution of the factors that affect financial literacy (specifically education), their responses to financial literacy, and the interactions of these effects. In contrast to knowledge-based financial literacy, financial behaviour and attitudes among women are more preferable to those among men, namely, more premeditated.ConclusionFinancial literacy increases until about one’s early 60s, after which it declines, while confidence in financial literacy reflects the inverse trend, especially among men. Additionally, men are more financially literate than women; however, these differences could be mitigated through education. Meanwhile, financial behaviour and attitudes among men are less premeditated. Thus, policies are needed that can help older adults with their financial decision-making, enhance women’s financial literacy, and improve men’s financial behaviours and attitudes.

Japanese physical education teachers’ workplace learning at middle schools in urban city school districts

ABSTRACT The purpose of this study was to describe and explain Japanese middle school physical education teacher workplace experiences at urban city school districts. Participants were seven middle school physical education teachers (five males and two females) teaching physical education and coaching athletic teams in Japanese middle schools. Data sources included semi-structured face-to-face interviews. Three themes emerged from the data: (a) teachers’ commitment and dedication to students and schools, (b) the conflicting roles of teaching and coaching, and (c) difficulty of organising physical education professional development. The findings suggest that school districts need to overcome role conflicts in teaching and coaching students in middle school settings; to increase teacher intrinsic motivation for professional competencies; and to support collaboration between physical education teachers and school principals to meet students’ needs in physical education and on athletic teams, while keeping the workload and psychological health of the teachers at the forefront.

Analysis on the Training Mode of Listening and Speaking Skills in College Japanese Education from the Perspective of Rain Classroom

With the rapid development of network information technology, many new teaching models have emerged. As a new teaching model, rain classroom plays a very important role in college Japanese teaching. Based on this, this paper analyzes the problems existing in the training of listening and speaking skills in college Japanese education, and puts forward the training mode of Japanese listening and speaking skills based on rain classroom for reference.

LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN

This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of “Ions and Atoms.” Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. Keywords: lower-secondary school science, scientific concepts, learning progressions (LPs), systemic learning

Levels and predictors of suicide stigma and suicide literacy in Japan

Existing evidence suggests that suicide stigma and suicide literacy may influence outcomes for people experiencing suicidal thoughts. The current study investigated suicide stigma and suicide literacy in a Japanese community sample (N ​= ​217), with comparison to published data and evaluation of correlates of suicide stigma and literacy. Japanese participants had significantly higher levels of suicide stigma and lower levels of suicide literacy than those in Australia and Germany. Greater self-reliance was associated with increased stigma. Younger age, less education, greater suicide exposure and greater social support were associated with increased suicide literacy. Implications for suicide prevention activities in Japan are discussed. • Suicide stigma was greater and suicide literacy was poorer in Japan than Australia. • Self-reliance and suicide literacy were associated with suicide stigma. • Age, education, suicide exposure, and social support predicted suicide literacy.

Social education and social work in Japan: from an education welfare theory perspective

This article aims to consider the position of social pedagogy in Japan in the relationship between social education and social work, by focusing on the historical development of the two. In Japan, the term social pedagogy is not as well known as it is in European countries. The term of social education is used to cover the combination of ‘social’ and ‘education/pedagogy’. Historically, social pedagogy was influenced by Japanese social education at the beginning of the 1900s, and more recently, interest in social pedagogy is increasing, with attention from some Japanese researchers in the fields of both social education and social work/social welfare. In Japan, after the Second World War, social education and social work came to be entirely separate areas due to the establishment of social education and social welfare systems. In this article the different institutional positions of modern-day social education and social work/social welfare are first clarified. Their historical development is then explored by delving into the literature that discusses how the two first diverged. Finally, how social pedagogy is positioned in the relationship between social education and social work/social welfare is considered. This will deepen the understanding of the issue from the viewpoint of education welfare theory as the research framework, a theory of Toshio Ogawa, one of the leading figures in Japanese social education research.

A Problem Awaiting Solution in the Japanese Education System: “Bullying”

Japon eğitim sisteminde “zorbalık” (ijime) olgusu, uzun yıllar varlığını sürdüren köklü bir sorun olarak karşımıza çıkar. 21 Haziran 2013 tarihinde yürürlüğe giren “Zorbalık Önleme Tedbirleri Teşvik Yasası” ile zorbalık; “Bir öğrenciye yönelik olarak; söz konusu öğrenci ile aynı okula kayıtlı olma gibi belirli bir insan ilişkisi dâhilinde diğer bir öğrencinin gerçekleştirdiği psikolojik ya da fiziksel etki yaratan eylemler sonucu (internet aracılığı ile olanları da kapsar), hedef konumundaki öğrencinin ruhsal ve fiziksel acı hissetmesi” olarak tanımlanır. Bu çalışmada; Japonya’da görülen “zorbalık” olgusuna ilişkin resmî yaklaşım ve alan çalışmaları ışığında bir çerçeve çizmek amaçlanmıştır. Bu bağlamda, Birinci Bölümde resmî bakış açısını ortaya koymak amacıyla Japonya Eğitim, Kültür, Spor, Bilim ve Teknoloji Bakanlığı’nın (MEXT) zorbalık tanımlaması ele alınmıştır. Ardından İkinci Bölümde literatür taraması yolu ile zorbalık sorununun sahadaki yansımaları irdelenmiş; “mağdur”-“fail” deneyimine sahip öğrencilerin genel profili ve öğrenci görüşleri ele alınmıştır. Üçüncü Bölümde ise resmî güncel veriler tanıtılmıştır.

A General Outlook of Japanese Education as a Mother Tongue: The Examination of the Elementary School Japanese Curriculum Guidelines and Elementary School 1st Grade Japanese Textbook

Japonca eğitimi denildiğinde, bu ifadenin Japoncada iki farklı karşılığı bulunmaktadır. Bunlardan biri “Nihongo Kyōiku”, diğeri ise “Kokugo Kyōiku”dur. Her iki ifadede de eğitim yani “kyōiku” sözcüğünün ortak olduğu, ancak “Nihongo” ve “Kokugo” sözcüklerinin farklılık gösterdiği görülmektedir. Yapılan araştırmalar göz önünde bulundurulduğunda, her ne kadar bu iki sözcük Japoncayı işaret ediyor olsa da genel itibari ile “Nihongo” sözcüğünün “yabancı dil olarak Japonca”; “Kokugo” sözcüğünün ise “ana dil olarak Japonca” anlamına geldiği söylenebilir. Dolayısıyla, Nihongo Kyōiku yabancı öğrencilere yönelik gerçekleştirilen Japonca eğitimi iken Kokugo Kyōiku Japonya'daki okullarda ana dili Japonca olan öğrencilere yönelik gerçekleştirilen Japonca eğitimidir. Son yıllarda Türkiye’de Japonca Eğitimi (Nihongo Kyōiku) konusunda yapılan çalışmaların artış gösterdiğinden söz etmek mümkündür. Ancak Türkiye’de ana dil olarak Japonca eğitimine ilişkin bir çalışma bulunmamaktadır. Buradan hareketle bu çalışmada, ana dil olarak Japonca eğitimi (Kokugo Kyōiku) konusu genel hatları ile ele alınmış olup, ilkokul öğretim programı temel alınarak ilkokul ana dil (Kokugo) derslerinin amaçları ve içerikleri betimlenmiştir. Diğer taraftan, ana dili eğitiminin ilk basamağı olan ilkokul 1. sınıf Japonca ders kitabı şekil ve içerik açısından incelenmiştir. Bu inceleme sonucunda, kitabın 1. cildinde kalem tutuş şeklinden telaffuza kadar birçok ayrıntıya yer verildiği, insanları selamlama ya da tanışma gibi kültürel öğelere dikkat çekildiği,2. ciltte ise okuma metinlerine ağırlık verildiği görülmüştür. Ayrıca kitaplara şiir ile başlanması Japon kültürüne özgü önemli bir ayrıntıdır. Bunun yanında, arkadaşlığın öneminin vurgulanması, doğaya ve hayvanlara karşı duyarlılık kazandırılması gibi insani değerlerin de ön planda tutulduğu dikkat çekmektedir.

Knowledge and preventive actions toward COVID-19, vaccination intent, and health literacy among educators in Japan: An online survey.

Countermeasures against the spread of COVID-19 have become an urgent issue in educational settings, where many group activities are necessary. Educators are key to preventing the spread of COVID-19 in educational settings. Infection prevention behavior requires comprehensive and complex measures such as self-restraint. disinfection care, hand washing, wearing masks and recommendation and implementation of vaccination. Improvement in the knowledge, skills, and preventive actions of educators vis-à-vis COVID-19 could allow for the continued provision of educational services while ensuring safety in educational settings. Therefore, the objective of this study was to explore the knowledge and preventive actions of educators regarding COVID-19 and vaccination awareness to provide appropriate support for educators. The study used data collected from 1,000 Japanese educators in January 2021 when the third wave of viral infections spread. Online surveys and multivariate linear regression analysis were used to determine age and whether respondents were being cared for by a doctor. We investigated the effects of factors on educators’ willingness to be vaccinated and changes in their behavior. This study found that factors such as age, gender, whether a respondent was under a physician’s care, and health literacy, affected the willingness of educators to receive vaccinations and engage in preventive actions. The study also suggests that the reliability of national government public relations efforts is lower than the reliability of local government public relations and that of information from family physicians, pharmacies, and mass media. It is therefore necessary to reexamine how information is disseminated by the national government and to increase the degree of trust in that information among the public. The findings of the study also revealed the importance of improving the provision of appropriate information and health literacy for the behavior of educators, not only during the initial outbreak, but also during the subsequent period of pandemic life.

Research on the Training Mode of “Japanese Plus Speciality” Compound Talents in Yangtze University

Japanese education has entered a new period of reform under the background of the new era. Meanwhile, the employment industry and the demand for the position of Japanese talents have changed greatly. So the study on the training mode of “Japanese plus specialty” compound talents in local comprehensive universities has certain reference function and significance for the reform of Japanese education in local comprehensive universities.

Clarifying Institutional and Organizational Conditions Promoting Principals' Quality Leadership and Reform Design for Japan

Education reform helps ensure that the education in a given country is of the highest possible quality and is a key area of focus for many developed countries. Japan's education system rates highly and the evolution of education reform is key to ensuring this high level is sustained. School principals play a key role in delivering high-quality education and, indeed, a school principal's leadership correlates with the quality of education available. This is an area of interest for Professor Hirofumi Hamada, School Management Laboratory in the Faculty of Human Sciences, University of Tsukuba, Japan, who is currently exploring the institutional and organisational conditions that affect the leadership of principals. The goal of this research is to help shape education reform in Japan. Hamada believes it is necessary to create an environment of independent and collaborative learning and to value the individuality of children. In addition, problem situations among children are diverse and complex and how schools respond influences the quality of education. Given that the principal is in charge of how a school is run, they play a vital role in assuring the quality of education. Key to Hamada's work is the idea that principals can share their knowledge and leadership with teachers and this creates an environment of shared leadership. He believes that empowering teachers and encouraging them to take on leadership duties is essential. He is working to inform educators that schools require the leadership of principals and for principals to promote a distributed approach to leadership.

Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.