“AN EVALUATION OF THE JAPANESE EDUCATIONAL REFORM MOVEMENT
OF THE 21st CENTURY AND THE US EDUCATIONAL REFORM MOVEMENT OF
THE 1970’s”
LANCE V. RHODES
22 SEPTEMBER, 2004
There currently is a dialogue in the Japanese educational arena, that is precipitated by the
Ministry of Education, that the focus and goals of a Japanese student’s education be
scrutinized and reevaluated to conform with changing attitudes and norms that society
faces as they enter the 21st century. This may be the most comprehensive overhaul of the
system since the reform movement at the end of World War II.
In post war Japan, the government and people faced the daunting task of reforming not
only their educational system but much in their society and culture as a whole. Following
the lead of the US and its allies, Japan quickly transformed into a dynamic western style
democracy rooted in capitalist principles with major liberal social reforms that set Japan
on an immediate road to recovery. With traditional Japanese efficiency and work ethic,
the economy and society as a whole soon became a beacon and a standard model that the
whole world could marvel.
Since the economic bubble collapsed in the early 1990’s, reformers today in both the
public and private sector are now evaluating those traditional principles and standards to
meet what they perceive as a changing of requirements for the educated worker in the
future.
These reforms are being stressed in all three types of Japanese educational institutions;
public, private and national schools. According to the reformers, the Japanese
educational system needs to stress a more creative thinking curriculum, that will lead to
producing more independent thinkers and life long learners. They believe the current
system does not foster the creative atmosphere that would be essential for success in the
workplace given the increasingly competitive nature of the world markets.
The “Zest for Living” movement is driven by the vision of an educated worker that can
solve the problems at hand and take the initiative in decision making without the current
formal process of evaluation. Although this is a completely laudable goal to aspire in a
work force, it breaks with the traditionalist view of education and could possibly be in
conflict with cultural norms.
The risk in the reforms is enormous. The traditional education system, though not
without problems, has led to a Japanese society and economy in which the Japan student
is at the top of the industrial world in math and science scores. The Japanese work ethic
is legendary. The discipline in the classroom exhibited by the Japanese student provides
them with a comparative advantage over their competitors. The result is obvious.
Japanese manufactured and industrial goods are desired all around the world. The
process of simplifying systems and producing allocatively efficient consumer goods at
less cost has led to a profound increase in the standard of living in most industrial
nations. Much of this has been done while still respecting the traditional aspects of the
society and culture.
The US faced this same reform dilemma 30 years ago in the post Vietnam War era.
Although the structure of the US school system is similar to the Japanese system there are
several key differences. The public school system is most similar to the Japanese public
system. The US also has a thriving private educational system. Unlike the Japanese
system, however, private schools in the US receive no government funding at all and rely
completely on independent funding to exist. Quality private education requires no
government subsidies. Due to the geographic size of the US and philosophic difference in
the belief of the role of government, there are no national schools or systems.
In the 1970’s, the US students were at the top if the western world in mathematics and
science. The US was a world leader in social and cultural innovation. US technology
was on the cutting edge in almost every area of expertise. American manufactured and
industrial goods were in top demand around the world. Enter the reform movement.
Talk of the lack of independent thinking in US students dominated the educational
circles. Pressures for self examination and questioning the role of the USA in a new and
ever shrinking world led to a call for change in the educational structure.
The US system implemented the reforms of the critics in an effort to modernize a very
time tested traditional system. The reforms took the form of modular scheduling,
independent study courses, team teaching, interactive curriculums and student focused
value classes to name just a very few of the reforms.
Movement was away from traditional course offerings and emphasis was placed on value
classes and the abstract in an attempt to teach creativity and challenge the old ways and
views of society. Students were encouraged to question anything and everything, even
absolutes. The result of these reforms was predictable.
American student grades decreased. Entrance scores to colleges and universities
plummeted. We began to produce a youth that could not perform the basics in any of the
core educational offerings. The US answer to this rising problem in the schools was to
adjust the scoring system and lower expectations. This was an obvious mistake. Today,
the US students rate toward the bottom in important academic discipline scores. The US
has lost its edge in manufacturing and industry. Traditional values are no longer respected
and desired. Currently, the desirable US economic contributions are in pop culture, fast
food and military preparedness.
It is interesting to note that in the USA today there is a counter reform movement that
would lead the educational institutions back to the values and goals of the past.
Obviously, there is a constant need to evaluate goals and expectations with the changing
of the times. Education is no exception. Teaching techniques need to upgraded and
evaluated time and time again. Educators need to study and identify the different ways in
which students learn and teach to the student needs. The world is becoming a smaller
place and the effects of globalization need to be addressed. Information technology is
growing as rapidly as it can be digested.
Even with this fast paced and ever changing environment, basic principles and concepts
do not change. Discipline and traditional learning are as important today as they were in
the past. Creativity and independent thinking can be taught in a traditional educational
environment. Students and teachers need to be held directly accountable and responsible
for their academic and professional endeavors. If the parameters, goals and expectations
are well defined to all parties involved, teachers will provide the necessary guidance and
structure to the students and the students will improvise, modify and adjust to accomplish
what is necessary to be successful in the job market thereby leading society to greater
accomplishments and a higher standard of living.