In this essay, a high school senior reflects on her educational experience as a journey beginning with her difficult decision to stay at Francis W. Parker School for high school and ending with her current search for a college where she can continue to explore the nature of education. Her narrative focuses on her experience in an elective course…

The author, a Fulbright Lecturer at Osaka University, discusses debate in Japan and the Japanese value system with its deference to age and authority. (PD)

Describes the nature and scope of Japan's Institute of Moralogy (IOM), created in 1926. States that the goals of IOM emphasize individuality, life-long learning, and adaptation to social change, which includes contributing to the welfare of international society. Discusses the history, philosophy, and current activities of moralogists. (GEA)

Common experiences of Japanese children and adults with hearing loss are presented and strategies for enhancing socialization, self-concept, self-acceptance, public attitudes, education, employment, hearing aids, and society values and services are explored. (Author/VW)

Discusses the moral education at Reitaku High School (Chiba-ken, Japan) which emphasizes the constant improvement of each person's character. Outlines the five basic goals of the school, describing the three major methods used to achieve them: group instruction, moral education through the influence of character, and moral education in the…

Considers the inclusiveness of Japanese commitment to education and the intensively educative society's influence on schools. Notes global interest in Japan's self-appraisal of education, pointing out that it will shed light on the question of how far school systems devised for more limited purposes can measure up to today's requirements. (JHZ)

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…

Provides historical background for understanding social changes and the resulting problems facing Japan's schools. Topics include resistance of youth to society and its schools, the breakdown of regional communities, the impact of competition for grades, and the changing role of teachers. (JHZ)

Basic elements of the higher education system are considered, along with variations across nations (the United Kingdom, Sweden, Japan, Italy, France, the Federal Republic of Germany, Australia, Canada, the United States, Poland, Yugoslavia, Mexico, and Thailand). Three basic elements of the organization of higher education system are identified:…

A discussion of cultural differences in politeness in speech focuses on differences between and among American, Japanese, Chinese, and Korean cultural patterns and the role that language can play in creating misunderstanding. It is argued that effective intercultural communication requires cultural competence. Examples are offered concerning a…

The high level of college admission of women in Japan is analyzed relative to changes in social and educational values, continuing evidence of gender tracking, persistent doubts regarding "appropriateness" of higher education for women, employment opportunities and related national legislation, and values held by Japanese women…

Asserts that Russian society and Russian schools are going through a profound crisis. Maintains that the best approach to solving social and educational problems is to restore and develop national principles and group cohesion. Criticizes the United States and Japanese educational systems and calls for Russia to follow its own path. (CFR)

Until the 1970s, social norms dictated that women provided care for their families and men were employed for pay. The rapid increase in paid work for women has resulted in an untenable model of work and care in which all employees are assumed to be unencumbered with family responsibilities and women who care for their families are dismissed as…