Japan's achievements are the results of an outstanding educational system that emphasizes quality of instruction, gives priority to children's learning, and rewards hard work. (Author)

The defects which are now showing up in the lifetime employment system and the internationalization of product and labor markets are forcing Japanese corporations to reevaluate their management structures. The Japanese management system cannot be reproduced in the United States because the same social conditions do not exist. (RM)

Discusses the practice of organic farming as used in Japan. Defines the biodynamic agricultural method based on the principle of the dynamics that control life on earth from the cosmos. Argues that organic farming does not benefit from chemicals used on neighboring farms. (MDH)

Some comments on assertions in an article by Professor John Zeugner, by a former visiting professor of American Studies at Keio University in Japan, are presented. The success of the Japanese higher education system is discussed. (MLW)

The proving ground of the global marketplace makes Japan and the United States more alike than most people think. Both struggle with the effects of the worldwide recession, with work forces that are losing their predictable sameness, and with the failure of tried-and-true management practices. (Author)

Presents a series of approaches suggested by Japanese business management successes. Suggests ways several tenets of the Japanese system can be used in American school management. (FL)

Two professors at Keio University in Japan found that an article by Professor John Zeugner presented an image more negative than was warranted. When evaluating Japanese universities it is necessary to judge them as Japanese institutions, and not by the American standards of what the ideal university should be. (MLW)

Discusses the idea of culturally specific norms of interaction and argues that, where there is a mismatch between students and staff expectations, the students are likely to be judged negatively. It is argued that staff need to become aware of their own cultural norms and then accommodate the interaction styles of the learners. (10 references) (JL)

Describes the daily program of a highly successful Japanese preschool based on the Suzuki educational philosophy which emphasizes repetition and structure in teaching. Explores possibility of using program in other educational settings, particularly in the West, because of high cognitive gains by children. (DST)

Examines the educational environment in Japan since World War II. Assesses both elementary and secondary levels of education, and evaluates the psychology of dependence as a factor in the lack of freedom of expression in academic settings. Delves into the external and internal structure of Japanese cultural society. (CCM)

Provides an overview of Japan's educational system, covering such topics as its examination system, curriculum, extracurricular activities, and typical school day schedule. Includes information on the role of the family in education, teacher training, and teaching conditions. (GEA)

Compares American educational problems to Japan's universally high literacy and achievement rate, positing that Japan's success is related to cultural homogeneity, strong school discipline, and strong motivation to succeed at all levels. Suggests that some Japanese educational strategies can be adopted in American schools, despite great…

The consensus among Japanese that education is important is the single most important contributor to the success of Japanese schools. Other factors include institutional centralization and centralized fiscal support, the valued role of maternal support, and the strong supportive learning atmosphere at home and in the classroom. (CMG)

Patterns of instructional television use in elementary and secondary school classrooms in Japan indicate heavy use in elementary schools and diminished use in secondary schools. Factors that contribute to this phenomenon are discussed, including school environment, sociocultural patterns, educational philosophy, and teacher training. (MBR)

Uses a cross-cultural perspective to challenge the United States to change its educational policies. Examines Asian educational policies and strategies and their results, suggesting that they can provide useful models for policy analysts. Recommends greater support for education and a change in the policy of family estrangement from the school.…