Author: Yoko Yamasaki
Publisher: Routledge
ISBN: 1317354370
Category : Education
Languages : en
Pages : 222
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Book Description
Educational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide. With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society. A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.
Author: Yoko Yamasaki
Publisher: Taylor & Francis
ISBN: 1317354389
Category : Education
Languages : en
Pages : 222
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Book Description
Educational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide. With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society. A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.
Author: Sam Bamkin
Publisher: Taylor & Francis
ISBN: 1003829074
Category : Education
Languages : en
Pages : 220
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Book Description
Drawing on the case of moral education reform, this book provides an authoritative picture of how policy is enacted between state policymaking and school practice in Japan, focusing on how national policy is enacted locally in the classroom. The study follows the 2015 moral education reform from its genesis in central government, through the Ministry of Education to its enactment by local government and schools. The book looks beyond written policies, curricula and textbooks to examine how teachers, school administrators and others make sense of, and translate, policy into practice in the Japanese classroom context. Chapters explore how moral education practice has changed in response to the intentions of national policy, and analyzes the implications for understanding processes of policy enactment in the Japanese education system. This book presents a new perspective on the complexity of education policy making, practice, and the gaps in between. It will be of interest to postgraduate students, researchers, and academics in the fields of education policy and politics, moral education, school administration, and international and comparative education more broadly, particularly in Asia.
Author: Eric C. K. Cheng
Publisher: Springer
ISBN: 9811324727
Category : Education
Languages : en
Pages : 72
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Book Description
This book analyses the organisation cultures that promote Japanese Lesson Study, identifies the soul of lesson study, which is missing in other cultures, and discusses the conditions for successfully transplanting the Lesson Study to other cultures. Adopting Nonaka and Tateuchi’s (1995) SECI knowledge creation model as the analytical lens, it explores the tacit and explicit knowledge convention and creation processes in lesson study. Unpacking the mechanism of the knowledge management process and practices could assist policy makers and school administrators, educators in contextualising lesson study to their school systems. The book provides an accessible discussion of the benefits and challenges of introducing lesson study, and presents three new research dimensions to analyse it: reviewing the historical development of lesson study in terms of the pendulum swings between professional accountability and state accountability in developing the school-based curriculum and the national curriculum; examining lesson study as a knowledge management tool for creating pedagogical knowledge for curriculum implementation: and studying the “kaizen kata” embedded in the PDCA cycles of lesson study as an organization routine for school improvement.
Author: Masashi Tsujimoto
Publisher: Taylor & Francis
ISBN: 1317295757
Category : Education
Languages : en
Pages : 176
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Book Description
As one of the most rapid and earliest nations to achieve "Western modernisation", much of Japan’s success stems from its fruitful literacy history during the Tokugawa shogunate as well as later influences from Western educational ideals and consequent economic and democratic conflicts in Japan. This book seeks to enlighten readers on how education and schooling contributed to Japan’s particular process of modernisation and industrialisation. These historical insights can be applied to crises in formal and systemised education today, and form the basis of potential solutions to controversies faced by formal education in Japan and other nation-states. A book that bridges the international information gap in Japan’s history of education will be immensely valuable to historians of both international and Japanese education.
Author: Nobuo K. Shimahara
Publisher: Routledge
ISBN: 1135696578
Category : Education
Languages : en
Pages : 194
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Book Description
This collection of essays explores teaching in Japan as it relates to contemporary social change in the past two decades. The collection explores day-to-day teaching in Japan from the teacher's erspective relying on first hand accounts by those within the system.
Author: Gerald W. Fry
Publisher: Taylor & Francis
ISBN: 1000913384
Category : Education
Languages : en
Pages : 322
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Book Description
This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world. Through case studies from countries in Asia, Latin America, Africa, and Europe, the authors present how education can be approached holistically to foster student happiness and well-being. The book illustrates wide-ranging interpretations of what it means to provide a "good education," and how student-centered, holistic approaches to learning can be effective in promoting creativity, tolerance, student well-being, and an appreciation of environmental and societal responsibilities. Based on rigorous mixed-method empirical research, it highlights how the integration of happiness in education can not only enhance academic excellence but can also have a positive impact on the students’ overall well-being. This cutting-edge book focuses on the holistic development and well-being of students and will be a relevant reading for educators, researchers, and students in such diverse fields as psychology, the sociology and philosophy of education, intercultural education, education policy and politics, leadership/management, mental health, and international and comparative education.
Author: David Lewin
Publisher: Springer Nature
ISBN: 3030456730
Category : Education
Languages : en
Pages : 223
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Book Description
This book opens up philosophical spaces for comparative discussions of education across ‘East and West’. It develops an intercultural dialogue by exploring the Anglo-American traditions of educational trans-/formation and European constructions of Bildung, alongside East Asian traditions of trans-/formation and development. Comparatively little research has been done in this area, and many questions concerning the commensurability of North American, European and East Asian pedagogies remain. Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through various East Asian practices, from martial arts to health and spiritual practices (e.g. Aikido, Tai Chi, Yoga, mindfulness etc.), suggesting that these ‘traditional’ practices and pedagogical relations have something important to offer, despite their marginal standing in educational discourse. This book will appeal to all researchers and students of comparative education studies with an interest in issues of interpretation and translation between different traditions and cultures.
Author: Shin'ichi Suzuki
Publisher: Routledge
ISBN: 1317391136
Category : Education
Languages : en
Pages : 505
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Book Description
This handbook is a unique and major resource on modern educators of Asia and their contribution to Asian educational development through the 19th and 20th centuries when modernization started in Asia. In one comprehensive volume, this handbook covers a selection of modern educators from East Asia, South Asia, and Southeast Asia – and their contributions to the development of modern education, practically and theoretically. The diversity of cultures and religion as well as the multilinguistic and ethnic context have made Asian modernization unique and complex. Educational modernization in Asia reflected this historical context in many ways and resulted in the diverse forms of learning, teaching, institutions, and administration. Modern Asian educators compiled in this handbook represent various fields of Asian society: not only educational but cultural and social fields like academia, politics, economics, religion, literature, theatre, fine arts, and civic genres including the media. Through this Handbook, readers may discover the individual modern educators, male and female, and their contributions to Asian educational modernization. All of them were committed to the cause of education for children, youth, adults and in particular women. In addition, this volume has an extraordinarily rich subject index which can be an excellent guide and introduction to information touching divergent dynamics of educational developments in modern Asia. This insightful volume is perfect for students and researchers working on history of education, comparative education and educational development, particularly for those interested in Asian contexts.
Author: Catherine Burke
Publisher: Routledge
ISBN: 1000295052
Category : Art
Languages : en
Pages : 304
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Book Description
Education through the Arts for Well-Being and Community examines Sir Alec Clegg’s distinctive contribution to education reform. Revisiting the significance of Clegg’s principles for education in the 21st century, the book investigates the impact of his innovative approach to education and his advocacy of an arts-based curriculum to promote physical and mental health. The book explores a variety of perspectives on Clegg’s working relationships, career and achievements. Sir David Attenborough’s foreword remembers his uncle Alec as a lively young teacher, and Sir Tim Brighouse considers Clegg as a model for his own leadership in educational reform. Eight authors in all bring a range of academic and professional insights to this study of an exceptional educationalist. Clegg’s national influence as Chief Education Officer in Yorkshire and his impact on schools, teacher education and wider communities through an integrated approach to the arts are richly illustrated in text and pictures. Two aspects of his work have particular topical relevance: Clegg’s emphatic concern for ‘children in distress’; and his encouragement of creativity through teacher education. This book will be of great interest for academics, scholars and students in the field of the history of education, educational policy and reform, and all concerned with the role of schools in young people’s development.
