Rebecca's Diary - my life as an American English teacher in Japan
Introduction --- 2003/11/22 posted by Rebecca
For my first entry, I guess I should introduce myself, so . . . Hello! My name is Rebecca Cataldi. I’m originally from Pittsburgh, Pennsylvania in the US, although I consider Washington DC my second home because I lived there during college while I attended Georgetown University. I majored in Asian Studies in the School of Foreign Service and also studied Conflict Resolution, Peace Studies, Middle Eastern Studies, and Spanish. I consider Tokyo my third home because I spent my junior of college there studying abroad at International Christian University (ICU) and basically loving every minute of it. I made many wonderful friends and had many wonderful experiences in Japan, and so I was thrilled to be able to come back as an Assistant Language Teacher with the JET Programme. I’m now teaching English for the next year or two at a junior high school in a small town in Saitama Prefecture, about an hour north of Tokyo.
My hobbies are playing video games (I especially LOVE Nintendo), reading, playing the piano, watching TV and movies, listening to music, traveling, and doing karate (I also like to jet-ski and ride horses when I get the chance).
Through this website, I hope to share my experiences living as an American English teacher in Japan and to promote discussion about education, foreign language learning, Japanese and other cultures, international relations, and . . . basically anything. So, please post a message if you have something to say! Let’s talk and learn together.
Speaking a foreign language --- 2003/11/22 posted by Rebecca
Usually I teach in a classroom setting together with my JTEs (Japanese Teachers of English), but today I also sat down with some students individually for some free English conversation during an optional English class. Students often seem nervous about talking with a native speaker in free conversation at first, but by the end they’re usually relaxed and end up having a great time. Me too! I love just getting to talk to the students one-on-one, not as lecturing teacher and passive learner but as friends. Maybe people feel nervous speaking a foreign language because they’re worried about making mistakes. But mistakes are part of learning a foreign language—if you could already speak the language perfectly without any mistakes, you wouldn’t need to be learning it in the first place. Mistakes are part of learning and mistakes help you learn. Not only that, but what’s truly most important in using a foreign language is not necessarily perfect grammar (even native speakers rarely use perfect grammar ALL the time) but whether you can communicate your ideas in some way. I’ve been studying Japanese for over three years and while I feel very comfortable speaking the Japanese now, I make tons of mistakes when I speak. Yet my Japanese colleagues and friends understand me, and that’s what’s really important (especially to those who speak little or no English). I’ve lost count of how many wonderful Japanese friends I’ve made who I probably wouldn’t have gotten to be friends with if I couldn’t speak some Japanese or was too afraid to try. Rather than criticizing my mistakes, they’re delighted with my efforts. The people from other countries you see in the train stations, looking confused and trying vainly to read the Japanese characters on the train schedule signs (I fit into this category sometimes), especially those who speak no Japanese, will not ridicule Japanese who come up and try to speak to them in broken English offering to help; they’ll be overwhelmingly grateful.
It’s only human to fear failure or embarrassment, but in speaking a foreign language, as in life itself, we shouldn’t let these fears hold us back from great opportunities.
Why don't they ask questions? --- 2003/12/05 posted by Rebecca
I’ve noticed that Japanese students rarely seem to voluntarily ask questions in class, either when they don’t understand something or when they are curious about something. Being educated in America, where students often ask such questions, I was surprised by this and curious to know why it seems to be different in Japan. I have two theories as to why the difference occurs. First, I think Japanese schools have traditionally emphasized a lecture-style format in the classroom, where teachers lecture and the students take notes, listening and receiving the information but not necessarily adding information of their own or asking many discussion questions, while American students are more often expected to contribute to class discussions and raise questions of interest or concern as part of learning. Second, through things I have read and through my own experiences, I have come to have the impression that the attitude toward asking questions differs in some ways in Japan and America, at least in certain situations. In Japan, it seems there is often the attitude that asking questions in a classroom or after someone gives a speech shows a lack of understanding or a lack of intelligence, and thus could be an embarrassment or a sign of weakness. In America, on the other hand, asking questions in such a setting shows interest in the speech or lecture, demonstrating that the listeners were able to understand the speech and were interested enough in the content to want to ask questions to learn more deeply about it or to clarify and better understand certain points. If no questions are asked after a speech or lecture, the speaker may feel that the audience is not interested in or didn’t understand the speech, and thus may feel awkward and uncomfortable. In conversations too, particularly when the language spoken is not the native language of one of the participants, Americans seem to interrupt with questions to clarify things they don’t understand more often than Japanese too. Perhaps Japanese feel it’s rude to interrupt to ask such questions or that showing a lack of understanding is a sign of weakness. Americans, in contrast, assume that people will ask questions if they don’t understand something; I think we see questions as a normal and necessary part of learning and understanding rather than a sign of weakness. (There is the expression, “There are no stupid questions”, although some people would agree that there are:).) In Japan, it seems that it’s more the speaker’s job to make sure that the listener understands what he or she said, while in America it is more the listener’s responsibility to clarify things he/she doesn’t understand. These differences in the style of communication and the way in which one receives information could potentially lead to miscommunication and misunderstanding between Japanese and Americans. For example, a Japanese person may not interrupt to ask clarification questions even if he/she doesn’t understand all of an American’s English in order to be polite. But since no questions were asked the American will probably assume the Japanese understood him/her and may be surprised and disappointed to find, after he/she is finished talking, that the Japanese understood little of what he/she said, and wonder, “Why didn’t you just say so?” If we can understand cultural differences and different communication styles, however, or at least recognize that they exist, we can be better prepared to adjust our own ways of communicating if necessary to facilitate communication with others who may have a different style from ours, and then such differences, rather than leading to misunderstanding or conflict, can be learning experiences. If anyone is interested in cross-cultural communication, please see my book recommendations for today under Rebecca’s Picks. I would love to hear anyone’s thoughts on these issues and anyone’s opinions about whether my impressions of Japan in this case are accurate or not. Please tell me what you think. Or ask me a question:).
+ Re: --- 2003/12/09 posted by takako
Hi, Rebecca,
I used to be a student like your students. Asking questions seemed to be something embarrassing for me too, I did not know why at that time.
I think one reason was that I didn't want to make mistakes in front of other friends, as you presumed, and it was definitely intolerable for me. Instead of asking during the class, friends and I used to go to teacher's room to ask question after the class. There were many students who wanted to ask.
Another thing was that I was afraid if everyone thinks I was showing off my knowledge, which came from very typical Japanese way of thinking.
Japanese are inclined to dislike showing own superiority. To be same has been the most important thing for us rather than being a No.1 for a long time. (It is possible to explain this from historical points of view later ... but not now.)
We were quiet, for we did not want to be different from quiet classmates by making mistakes, or asking questions.
However, such situation has been somewhat changed nowadays. Class size is becoming small and class style is also changing rapidly. I guess students' embarrassing feeling is also decreasing gradually.
However, traditional way of thinking is deeply rooted. Your great insight made me aware many things at the same time.
I hope you would be a good teacher who can help breaking it.
By the way, I am still feeling embarrassing whenever speaking English in front of other people.
If there is someone who speaks better than me, I cannot help feeling embarrassed. Even if there are people who do not speak English, I am afraid of being misunderstood that I am such a person who likes showing it....
+ Re: Asking questions --- 2003/12/10 posted by naruto
I completely agree with Rebecca and Takako's opinions.
I'm just the very person that has Japanese traditional way of thinking and behaviors.
And I know that the belief "to be same as others" in Japan causes many prejudices or discrimination around our lives.
For example, the problem of "bullying"inschools in Japan is partly caused by the belief.
Japanese people, especially juveniles, tend to make certain groups at least one of which they belong to.
To group, unfortunatelly it is nessesary that a few people shold be excuded from it.
And Japanese often choose more intelligent, stupid, or noticeable persons as the unfortunate people.
As a result, some reports reveal that the reasons why some persons were bullied is that he/she is not the ordinary person like that.
But I also think such belief can be changed when environment or people around us change.
In fact I am gradually changing into such students like asking or giving his/her opinions.
If you change the environment and atmosphere of your English class, your studens are sure to change their believes of behaviors, I think.
Working-hard students --- 2003/12/18 posted by Natsuko
Hi Rebecca!
When I went to my children's junior high school, I often felt prevailing tendency to look down so-called good boys or students who work very hard. That phenomenon might be contributed to current Japanese society, full of paradoxical situations where being serious or doing something hard is not necessarily rewarded. In addition to that, prolonged recession cast a shadow over student's moods. Today's Japan reach an inconclusive impasse in every field and it is more difficult for children to have a dream or make an effort to attain something than twenty something ago.
At my children's school, students seemed to strongly fear to be labeled a whitewashed boy or girl. As a result of that, some behave as if they were indifferent to everything, more specifically to classes. I remember with compassion the scene in which a Japanese young English teacher said "repeat, repeat" after he pronounced some phrases but couldn't get any reactions. Many mothers around me sighed over their children's lack of can-do attitude.
However under such pretending aloofness, many students struggle to find something they can work hard for. I hope your school has nothing to do with such atmosphere, and how about the State's situation?
Attitudes toward asking questions and "standing out" --- 2004/01/07 posted by Rebecca
I was very happy when I returned to Japan to see the responses to my website postings. Thank you so much for your comments. I especially found interesting what you said about students not asking questions because they don’t want to be seen as “show-offs” or as superior to other students. I hadn’t really thought of this before, I guess because it didn’t really occur to me that students would think of asking a question as showing off or that students would be so concerned about standing out in front of their peers. I think in America, while this concern exists among some people, it is not as big of a concern as it seems to be in Japan. If someone asks a question and it seems like they’re asking it just to show how intelligent they are instead of because they actually want an answer, then that person may be seen by others as a show-off, but I think most people ask questions because they’re curious about something the teacher said or didn’t say, because they want to make a suggestion or they have an idea that they want to hear someone else’s opinion on, or because they missed something or didn’t understand something and want the teacher to explain or clarify it. Of course students in America also don’t like making mistakes in front of others, but I think maybe they are in general not as worried about it as most Japanese students seem to be. Also, because asking a question does not automatically mean you didn’t understand something, but may mean you are curious about something or that you’re going to bring up an interesting point, maybe that is one reason American students are more willing to ask questions. After reading your comments, I think I can understand better why Japanese students may not want to ask questions that show lack of understanding or that may seem to be “show-off” questions, but I am still surprised by how few “curiosity” questions—questions asked just because someone is curious about something and wants to know more—are asked. Do you think it’s because, as some of you mentioned, students want to be “the same” as others and don’t want to stand out (or perhaps they think that to bring up ideas they are curious about would show a superior imagination or something and they don’t want to be seen as superior)? Natsuko asked me about the situation in the US, and (this is just my opinion) while I think that most American students want to “fit in” with other students (or at least with a group of other students that they identify with or want to be part of or accepted by), this doesn’t necessarily mean they want to be the “same” as the other students to the degree that Japanese students seem to. I think they want to fit in and be accepted, and many students want to conform to some degree to whatever the standard of “cool” is (and unfortunately those who don’t may be bullied), but they still want to feel like they are special and I think most students take pride in the things they are good at and what they feel is special about themselves. This doesn’t necessarily mean they are show-offs or conceited, although some students are. Also, while generally no one wants to “stand out” in a negative or unpopular way (such as by having a personality or clothes or something that are deemed “uncool” by other students, although I think the definition of what’s cool has become more diverse in recent years), I think most American students don’t mind standing out in a good or positive way. For instance, I think few American students would mind being known as an exceptionally good sports player or known for being beautiful—in fact, the students who are deemed best at these things are often the most popular. I think it is seen as natural in America that people will take advantage of their talents and abilities and try to develop and use these gifts. Whether one is seen to be showing off nor not is more dependent on his or her attitude—if the person acts as though he/she thinks he/she is better than everyone else because of his/her abilities then the person may be thought of as conceited or arrogant—but simply using or demonstrating the abilities is not usually thought of as showing off. I’ve always felt personally that everyone is blessed with different talents and abilities and it’s natural and even a responsibility sometimes to develop these gifts and use them to live a better life and to contribute to the world. What is the feeling in Japan? One more point is that in America being good at academics unfortunately is usually not thought of among students as being as “cool” as being good at sports or dancing or art or something, and so some students may not want to be known for being good at math or science, etc. even if they are. But I think that really what is seen as “uncool” by young students is not so much too great an ability in math or science but too great an interest in math or science—students who like math or science or academics a lot instead of sports or music or something more “cool” may be seen as “uncool” or a “nerd” or something. This is unfortunate because of course no one should be ridiculed for what he or she is interested in, but it happens. But I think people are not usually ridiculed for their abilities, they are more likely praised and admired for their abilities. I’m not sure if I explained this well or not. It is kind of difficult for me to explain because I’m trying to think back to my elementary, junior high, and high school days, and also because I think I was a rather unusual child (and still am:)), so please ask me more questions about anything I wrote if there’s something that I could explain better. I hope that you will continue to share your comments and opinions.
*A note from me as an English teacher:) : I realized that above I often used the word “they” to mean “he or she”, which is not grammatically correct in English but is very commonly used among native speakers. I often use “they” and “their” in this way when I speak or write informally and since this is a diary I hope you will excuse me if I do this, but now that I am an English teacher I feel a responsibility to use proper grammar in Japan so I wanted to point that out. :)
Back from my trip to the US --- 2004/01/07 posted by Rebecca
Happy New Year! I apologize for the delay in posting. I went back to the US, to my hometown Pittsburgh, for Christmas and New Year and just recently returned to Japan. (I’ll try to post some pictures from home in the Gallery sometime soon so please check there in the future if you’re interested.) I had a really wonderful time seeing my family and friends and country again, and my trip also brought to mind for me some of the differences and similarities between America and Japan. When I arrived in the airport I flew into in Dallas, Texas, three things quickly let me know I was back in America: religious rather than just commercial Christmas decorations, a Mexican fast food restaurant, and the smell of American pizza. Having lived in Japan for the past five months, I was actually surprised how quickly I readjusted to life in America and to speaking English full-time. I didn’t have culture shock and it didn’t really feel strange being back in America. However, there were some things I had to get used to again, like driving on the right side of the road (and walking on the right side of the hallway), being able to keep my shoes on indoors, tipping at restaurants, and figuring out what to do with the money when I paid a salesperson since there is no “dish” to put the money in in America like there is in Japan:). I guess what I noticed most when I was back in America was the informality (in attitude, speech, dress, etc.) and a kind of friendliness compared to Japan. I don’t mean that Japanese are not friendly; on the contrary Japanese people are very friendly to me and I think they especially try to help foreigners. I guess I’m thinking of the friendliness among strangers that seems to develop more easily in America than in Japan. In America, for example, it is not uncommon for strangers waiting in line in a store to start having a conversation with each other or for customers and salespeople to start talking about their personal lives with each other. In Japan I think strangers are much less likely to just start talking to each other, and customers and salespeople are perhaps more polite to each other but more distant (the exception to this is that in Japan I think some strangers or salespeople do sometimes start conversations with foreigners because they’re curious about them, at least this has been my experience—I’m usually very happy when people start conversations with me here). I guess I didn’t realize how much I missed this about America until I went back there. To generalize (although I don’t like generalizing:)) I think Americans are usually more open about their feelings and in their willingness to talk to people than Japanese. This can have what I find to be very positive effects, such as that it may be easier to talk to people and to make friends, as I described above, but also negative effects, as some Americans don’t hesitate to make their negative feelings known to people as well and may say things that are overtly critical or unkind directly to someone, things which I think a Japanese would rarely say to a person’s face. Thus, in America I think you have a greater chance of strangers being friendly to you but also a greater chance of them being rude to you than you would in Japan. It’s interesting how we can often learn a lot about our own culture from living in or traveling to another country. I’ve learned a lot about America as well as Japan from living in Japan. It’s easy and perhaps more interesting to talk about the differences between Japanese and American culture, but there are many similarities as well, and I think maybe both Japanese and Americans often don’t realize how many similarities there are between our cultures. Just one example that I think I noticed even more when I returned to America is the importance in both countries of “pop culture”—movies, music, anime or cartoons, video games, fiction, and fantasy…I think both America and Japan not only have a wealth of diverse and creative native pop culture, but more and more have (particularly among young people) an appreciation of each other’s pop cultures. Aspects of American pop culture such as American movies, music, TV shows, Disney, etc. are very popular in Japan, and more and more I am seeing Japanese anime, manga, J-Pop, etc., becoming popular among Americans. Many of my Japanese friends seem to have an image of America as a “cool” country, and many of my American friends seem to have an image of Japan as a “cool” country. I think people in both countries strive to create and improve upon things and to explore things through imagination, and I think it’s wonderful that things like what people do and enjoy in their spare time can be a bridge between cultures. There’s no doubt in my mind that things like “pop culture” have contributed to greater understanding and friendship between Americans and Japanese.
Uniforms in schools --- 2004/01/27 posted by Rebecca
Today I wanted to bring up the topic of school uniforms. I remember my surprise when I first learned that most all junior high and high school students in Japanese public schools wear uniforms. (In America, while some private schools require uniforms, most public schools don’t). But what really surprised me was that at almost any hour of any day (including weekends and late at night), you could see Japanese students out in public wearing their uniforms, and they didn’t seem to mind wearing their uniforms in public at all.
Because I went to a Catholic grade school growing up (1st-8th grade), I also had a wear a school uniform. And, as I think most students in my school did, I HATED it. I didn’t like having to dress the same as everyone else and I felt frustrated that I couldn’t express my personality and my individuality through my clothes. I always changed out of my uniform when I came home from school, and if I ever had to go directly from school to another place, like a store or a doctor’s office, before going home, I would bring “regular clothes” (jeans, etc.) to school with me and change in the school bathroom or somewhere before I left so that I wouldn’t have to be seen in public in my uniform. This was partly because I felt more like myself in my own regular clothes but largely because I was embarrassed to be seen in public in a school uniform.
I think my feelings and actions were typical of the students at my school. We disliked wearing uniforms and eagerly looked forward to “special days” when we were allowed to wear regular clothes. “No uniform days” were sometimes used as special rewards, such as a prize for the class that raised the most money in a school fundraiser. When we had field trips, our teachers would usually let us wear regular clothes on that day because they knew that it was embarrassing for us to be seen in public in our uniforms. I guess what embarrassed us was looking the same as everyone else, feeling conspicuous as part of a big group, and being seen as just another member of a group instead of as individuals. We were even afraid of being teased by public school kids for having to wear a uniform.
Given all this, I was surprised and impressed that Japanese students don’t seem to mind wearing uniforms, even in public, and I wondered why. Perhaps because the majority of students in Japan have to wear uniforms (rather than the minority as is the case in America), it is considered normal and students are used to it and not bothered by it. (Perhaps another point to consider is that the Japanese uniforms, at least those of the high school girls, are a lot cuter than ours:). We would never have been allowed to get away with having skirts that short:).) But I think also that many Japanese students, aside from even just being used to or accepting having to wear a uniform, perhaps look upon it positively because they like to feel like part of a group, to which they feel loyalty and solidarity, and because they take pride in showing what group they are part of. I always considered my uniform a source of embarrassment, but thinking about the attitude toward uniforms in Japan has made me realize that perhaps they can also be a source of pride and community spirit.
The subject of whether uniforms should be introduced in public schools has been debated in the US, usually on a school-by-school basis rather than as a national or state policy. Some parents and teachers, as well as even some students, think introducing school uniforms would be a good idea because it would eliminate the need for students to spend time trying to decide what to wear the next day and might eliminate the teasing and bullying that sometimes goes on toward kids who wear “uncool” clothes and the pressure to keep up with the latest fashions. Some people argue that wearing uniforms would cause students to be judged more on their personalities than on their outward appearance (which would be a positive thing to be sure) and that kids who couldn’t afford the most stylish clothes wouldn’t feel inadequate or be ridiculed.
All these are good points. However, I also feel that clothing can be a way of expressing one’s personality and individuality, as well as creativity. I think it’s natural for human beings to want to express these things and that uniforms can stifle this. And if students feel like they can’t express these things through basic things like clothes, they may start to try to express themselves in other, less constructive ways. Of course, it’s what’s inside us that counts, not what’s outside. But sometimes the outside can be a way of expressing what’s inside. Wearing a T-shirt with your favorite music band or video game on it can be a way of sharing your interests with others, even those you’ve never met, and may be a way of attracting the attention of others who share your interests, showing you and others things you never knew you had in common, and helping to bring people together make friendships. A shirt with a political or religious or philosophical message may stimulate discussion among people who otherwise may never have talked to each other or never have discussed such issues; it can encourage people to share their views and ideas with each other and to learn from each other. When I came to teach in elementary schools here in Japan, I was a little nervous, teaching by myself instead of with another teacher as I do in the junior high schools, and perhaps the students were a little nervous too. But when they saw my Donkey Kong Country sweatshirt (that’s one of my favorite video games:)), I heard happy exclamations of recognition, and we all realized that we shared an interest. A simple thing like a picture on a sweatshirt sparked an instant connection and perhaps helped to set us at ease.
Thus, I believe there are both positive and negative aspects to uniforms, and perhaps this is why they remain controversial among many who discuss them in America. What do other people think?
Hard work --- 2004/03/03 posted by Rebecca
A while ago, I remember hearing somewhere that Japanese work more than people in any other society, with Americans in second place. I don't know how that was calculated—maybe number of hours worked?—whether it is still true, or even whether it was true at the time, but I do think it illustrates one of the similarities between Japanese and American culture—the importance placed on working hard.
I believe that both Japanese and American culture value hard work very much. I wonder, though, if the reasons for this differ slightly. Of course, how hard a person works and why depends primarily on that individual and his/her values and motivations. But in general, I think that in America, hard work is valued so much particularly because it is seen as making you a better person. It is thought that hard work builds character and teaches a person qualities like perseverance, dedication, concentration, sacrifice, effort, etc. There is a sense of pride in really earning what you get, in accomplishing something through hard work rather than luck or a gift or something. I think, for example, that Americans are not so impressed with wealth that is inherited but may be impressed with wealth that has been accumulated through hard work, brain power, and creativity.
Indeed, the "American Dream" is that anyone can become successful (whatever “successful” may mean to them) if they work and try hard enough, no matter what their family or background or previous situation is. I guess hard work is also valued because it contributes to society; it means someone is "pulling their weight" and playing their part in society and the world. And building character through hard work helps someone to be a better, more productive member of society.
In Japan, I imagine that many people share these views. However, it seems that in Japan, compared to America, there is more of an emphasis placed on (and pressure for) working hard out of a sense of duty and loyalty to one’s company or workplace. It seems not uncommon to see businessmen, for example, devote significant amounts of their time and energy to their company out of a sense of obligation even to the point of neglecting their personal health, personal desires, and time with their families (this also goes on in America but I believe that it happens to a lesser extent and is viewed more negatively, even by people who do it, than it is in Japan). Generalizing for a moment, I wonder if most Japanese work so hard more out of a sense of duty, obligation, and loyalty to their workplace than out of a desire to improve themselves personally, either in character or financially. Or is this not really the case any more than it would be in America or other countries?
What do you think?
And how do the schools in our societies play a role in fostering attitudes toward work?
+Re: Hard work --- 2004/03/04 posted by Mina
Hi, Rebecca
As you are thinking, Japanese are sort of the most hard-working people in the world. No body denies that the prosperity of this society has been built by such a sense of loyalty to one’s company or storing goal-oriented mind.
However, this mythology has being breaking down these days. We, young people respect our parents' generation for their endevour to make our life better, but do not imitate them so easily.
Now I remember two things when thinking about the relation between young generation and their occupation.
Japan might be the only country whose graph for the rate of murderers does not peak at the younger generations.” One reason is they have come in possession of too many things that they don't want to lose," said Mariko Hasegawa, a professor of evolutionary biology at Waseda University who has done extensive research on murder case.
I think this fact itself shows peacefulness of our country, but at the same time, I came to know why there are such many freeter, part-time jobber nowadays.
Almost all young people posses whatever they want nowadays. They do not have to struggle for living as their parents did. It is somewhat ridiculous for them to work so hard if they cannot enjoy their living. The rich society has lessoned their power, or passion to work hard. I don't say they are the majority of young people in Japan, of course there are lots of many typical, hard working people as well, but I think only a handful of people were permitted to live like this thirty years ago.
Thus, to teach students attitude towards work is getting difficult in Japan.
Many junior high schools have started introducing of internship systems by sense of crisis. The purpose of the internship is providing the students many opportunities to think what is work, or what they really want to do in the future.
How about in America? Are there any same issues?
Internships, volunteering, and student jobs --- 2004/04/10 posted by Rebecca
Thank you for the reply and sorry for my long absence. I was doing volunteer work and traveling in Southeast Asia during the spring break (I went to Indonesia, Singapore, and Malaysia) and just returned recently.
I was interested to hear about internships in Japanese junior high schools and would like to learn more. What exactly do you mean by "sense of crisis"? In the US, many college students do internships, where they work at a company or government office or non-profit organization, etc., usually without being paid, in order to gain valuable work experience and skills which will help them when they're applying for full-time jobs and also in order to help them experience what it's like to really work in the fields they're interested in. It is mainly college students who do this rather than junior high or high school students, and usually students who do do internships do so of their own initiative, rather than through a program organized by the school (though many colleges do have programs to assist students in getting internships). However, I think some junior high and high schools have some programs that are similar in some ways. For instance, as a student (I can't remember if it was junior high or high school) I had the opportunity to participate in an "apprenticeship" program, where students could choose a career field they were interested in go to the workplace of someone in that field to be with them during their workday and see what their work was actually like. Or in some cases the students could participate in workshops doing activities designed to help them learn more about their career field of interest. I did an “international studies” apprenticeship where I got to learn about career opportunities in the fields of international service and where we did some activities to learn about cross-cultural communications and international relations. I also participated in a “Junior Achievement” program, where local businesspeople help junior high school students learn about how business and running a company works through helping them start their own business. These were not mandatory programs that students were required by the school to participate in, but rather voluntary programs that some interested students could apply for, and they were really interesting and I learned a lot from them. What about in Japan? Do many schools have internship or other such programs, and if so, are they required or optional programs for students? I think in the US, whether such programs exist really depends on the school.
Volunteer work is also another experience that is encouraged by some schools and programs. For instance, I was a member of the National Honor Society group at my high school and every week students from this group volunteered at a local nursing home. I enjoyed volunteering there so much that I started to go there on my as a volunteer. I think volunteer experiences are really important for especially for young people because they encourage selfless caring for others at an early age, give people experience that they can use in work later in life, and show people that anyone can make a difference in people’s lives, no matter their age or position in life. Also, like many American high school students, I had part-time jobs in high school. I think these jobs are valued by many people, both students and parents, because they give students money of their own to spend and (hopefully) help to teach them to manage money responsibly, show them the value of working for what they earn, give them job skills that will help them later in life when they apply for jobs, and allow them to contribute to their community. I would like to learn more about the attitude toward volunteering and student jobs in Japan. Do many schools encourage this? I think maybe it’s more difficult for students in Japan to do part-time jobs because I think they have to spend a lot more time studying than most American students. In Japan, it is necessary to study very hard for entrance exams to get into a university. In the US, there are standardized SAT tests and universities look at students’ score on these tests when they apply to the university, but they also look at the students’ essays, high school grades, and activities such as clubs and volunteer and work experience, and all these are important factors in determining whether an individual will be accepted to a university. So, I think that in America not only do students generally have more time to do part-time jobs, but these jobs are more often seen as helping to prepare them for college and for their future work and thus maybe valued more highly than in Japan. What do other people think?
Teacher transfers --- 2004/04/19 posted by Rebecca
This April, the new school year started in Japan, and during the about-10-day-long spring break period, several teachers at our school were transferred to different schools in other cities and replaced by other teachers transferred from other schools.
I remember how surprised I was when I learned that teachers in Japanese public schools can be transferred to a different school on the decision of officials in the school system rather than on their own decision, regardless of their personal feelings. As far as I know, in most public schools in America, when a teacher enters into a contract to work at a school, he or she stays at that school until retirement unless he/she decides to quit or is fired or laid off. It is the teacher’s choice whether to and where to transfer.
I was surprised by the system in Japan not simply because it (to my knowledge) differs from the system in America, but because in Japan there has traditionally been a strong emphasis on loyalty to one’s company or workplace and great importance placed on human relations within the workplace and relationships between coworkers. Thus, I would have thought that schools in Japan would be more likely than American schools to want to keep the same teachers for as long as possible in order to preserve human relationships and the harmony of the school environment, but this seems not to be the case.
However, I haven’t noticed that this seems to cause many problems, and someone mentioned that transferring teachers often helps them to continue to sharpen their skills and come up with new and fresh ideas, and it can help the students and schools by exposing them to many different teachers and styles of teaching. I wonder, though, if it is hard on the teachers who must leave behind a school and a group of colleagues they may have grown quite close to and if it is hard for the other teachers and students they leave behind…I know I sure miss the teachers who were transferred out of our school a lot! :)
I wondered if anyone has any thoughts about the system of transferring teachers in Japan and especially about what are the real main reasons for this system, as I’d like to gain a greater understanding of it.
+Re: Teacher transfers --- 2004/04/20 posted by Augusto
I enjoy reading your diary. Your thoughts on Japanese educational system compared with one in US are always full of suggestions and hints for a better understanding of it.
As a son to retired public junior high school teachers, I heard and saw many reassignments of the 'public servant' with joy and sorrow.
My mother and father met in a local school in late 1950s as colleagues where they fell in love to get married. Soon after that both were moved to different schools located in different towns which required them more time for commuting. The town and village the schools were located were known as less educational than my hometown, which was much bigger and 'modernized' than them. They were happy, though, having a baby boy(me), and, above all, being younger.
As a third school, my father was reassigned to the biggest and oldest school in our hometown. This reassignment should have been an Eiten in Japanese, which means 'to be reassigned to a more popular and prestigious school'. He taught music there and led school brass bands to many nationwide competitions to win prizes. I remember he took me to many concerts and events where he conducted the school bands and in many cases he included some of my favorite songs at that time. (Do you know the Mighty Atom song?) How he led the bands with pride and joy!
My mother decided to obtain a car driver's license because her third school was located in a further and snowy place than the second one. It took her more than a half hour for commuting by car, which was unusual at that time in our area. The car later helped our family a lot, of course, but she needed to join a driver's license school to get a license for as long as three months while teaching full time at a junior high school, nursing an elementary school kid and working as a diligent housewife.
How my father was depressed by the reassignment to the fourth school. It was in a small village located almost one hour away by motorbike from our hometown. The school had been much less attractive to him because it seemed less active in extracurricular activities and less educational than the prestigious school he had worked for. At first he gave up leading a school brass band and spent most of his after school time at pub or home drinking-before that he never failed to come home late after intensive practice of the school bands. He used to say, "My enthusiasm is taken by the school boss." He thought previous school's head disliked him so he had been moved to the small school. I am not sure with it, but honestly he was not a politic person.
English Around the World --- 2004/05/26 posted by Rebecca
Thank you so much for your posting. It was really interesting to me to hear about someone’s personal experiences with the teacher transfer system and how this system impacts family and personal life. I look forward to hearing more of your thoughts and to hearing from anyone else who would like to share their experiences.
Bringing up another subject for the moment, I wanted to take a minute to share a little about my experience during the spring break, when I went to Indonesia as a volunteer to work with Indonesian students of English practicing English conversation. After doing a homestay for a few days in the beautiful city of Jakarta, I went to the smaller town of Cianjur where I stayed in the home of an Indonesian teacher of English and accompanied him and some of his students to various English lessons, in students’ homes, workplaces, or schools. We practiced English conversation in more structured class settings, while sitting in an office drinking tea, while sharing dinner, and in other settings. One day I was brought to a senior high school and asked to speak in front of a large group of students (maybe about 50 or so). I introduced myself and then spent about an hour answering their questions which they asked in English. I was a little nervous at first to be speaking in front of such a large group, but the students were so friendly and seemed so excited and happy to have me there (I think it was the first time they had a foreigner, of which there are few if any in the town, come to their school to speak with them) that I soon felt very at ease and really enjoyed talking to them. Their level of English was very good, and they asked some very good questions, on topics as diverse as learning English, education in America and Japan, terrorism, and popular music (I was somewhat surprised at how popular some American bands like Linkin Park (my favorite band:)) and Eminem seemed to be, and in response to a request from one student to sing a song in English I even sang part of a Linkin Park song for them:)). Afterwards, some of the students stayed later to ask me some more questions, and we got into a deeper discussion about such complex issues as terrorism in Indonesia and America, the wars in Afghanistan and Iraq, and other things. I think we found that we had similar views on a lot of issues and that we learned a lot from each other. I think discussion about such things, especially among people of different cultures, is so important, and I was so happy that I had the opportunity to talk with them about these things. And I realized that this wouldn’t really have been possible if it weren’t for the students’ English ability (as I, like most Americans, don’t speak much of the Indonesian language). Some people study English in order to get a better job, or to pass an entrance exam to get into a better school, and English is useful for these things. But perhaps English is most useful when it, as an international language, serves to help people communicate, learn more about each other, and understand each other better, and when it thus helps them to be better enabled to work together to solve problems in the world.
My experience in Indonesia was a tremendously positive one of real cultural exchange, and I will always remember the overwhelming kindness and hospitality of the people and the many new friends I made. I will try to get some pictures from Indonesia posted to the Gallery soon so please check them out if you’re interested.
Summer homework --- 2004/07/09 posted by Rebecca
It’s almost summer vacation, and for junior high school students in Japan, that means time for summer homework as well. I remember being very surprised when I first learned that summer assignments are normally given to students in Japan. In the US, while some special advanced/honors classes may require summer reading or the writing of an essay over the summer, normally no homework is given to students over the summer vacation. I think it’s generally felt that the summer vacation is the students’ own time and the school has no right to require the students to do something during the summer vacation when they’re not in school and don’t officially belong to a grade yet anyway. I generally agree with this view, and as a student I would have greatly resented being made to do homework during the summer vacation or for a class that I hadn’t started yet. However, of course the opposite point can be made that doing assignments during the summer vacation helps keep students’ minds and study skills sharp and helps them not to forget what they’ve learned. At the same time, though, one’s childhood is short enough, and shouldn’t kids be able to relax and spend their vacation freely in the way that they choose, enjoying this period of rest and freedom while they have it? Especially in Japan, where the summer vacation is only one month long (as compared to America’s three months; I’m not sure about other countries). It’s important for young people to develop a good work ethic. At the same time, as has been pointed out in numerous Child Research Net publications and research, it is very important for children to have time to play freely and opportunities to freely imagine, create, and explore. Students may never again in their lives be able to take a month’s vacation after they leave school—shouldn’t summer vacations be times for students to be able to freely play, grow, explore, and pursue their own interests while they can? As someone who graduated from college and thus stopped being a student only last year, perhaps I’m a little biased on this issue in sympathy for students.:) But I’d like to look at this issue from many perspectives and I would welcome hearing other people’s points of view. Particularly people who grew up in the Japanese education system—did you resent doing summer homework? Do you think it has a positive impact on you as a student and as a person later in life? Please share your thoughts!
+Re: Summer homework --- 2004/07/09 posted by Spica
Hi, Rebecca!
I always enjoy reading your thoughtful comments about Japan and Japanese educational system.
I generally don't oppose requiring summer homework to children. One of the reasons is that children can keep their practice to study. And homework carefully given to children can motivate them to grow up academically and mentally.
However, there seemes to be homework with little meaning on children. As I have grown up in the Japanese educational system, I remember some summer homework that bothered me a lot.
The most annoying homework was writing a book report on one of the books recommended by teachers. I thought, "why am I forced to write a book report? I wasn't so amused or moved by the book." At the same time, I knew I should write something that stimulated and inspired me in the book. For me, book report was nothing but suffering. Why couldn't I choose summer homework more meaningful to me?
From this experience, I think that it would be a great experience if children can do meaningful homework. For realizing this, it may be good that children, teachers and parents think appropriate summer homework for each child.
+Re: Summer homework --- 2004/07/12 posted by Hedwig
Dear Rebecca,
I enjoyed reading your posting. It was very interesting. As a used-to-be student, I would like to tell you what I think about summer homework.
I think there are many positive aspects in doing homework during summer holidays.
First, it reminds children of importance of studying. Juvenile delinquency often starts in summer holidays, since they have time and feel more free than usual. Parents cannot observe their children all the time. Hmework could stop them to play with friends excessively.
Secondly, as you pointed out, students can check what they have done once again. Generally spaking, students will not do anything without enforcement. Especially someone who do not go to crum school would forget all what they learned easily.
Thirdly, doing homework with siblings or parents gives family unity. Parents and children have more time to stay with during holidays. My mother taught me mathmatics, reading and so on at that time. It was something happy memory for me. Usually, children as well as other family members cannot have time to talk so much. Homework plays a role as a communication.
For these reasons,I have never feel resent for summer homework, rather it was a part of good memories of mine. I do not know what others would say, but it was not so much burden for me as you expected at least up to junior high school students.
English on display in Japan --- 2004/09/22 posted by Rebecca
I'm sorry for my long absence in writing. I went back to America again for 2 weeks this summer, and since I returned I've been busy preparing for the Taiikusai (Sports Festival), the regional English speech contest, and a peace lesson about the UN International Day of Peace (which was the 21st). Thank you for your patience!
Today, I would like to pose a question about the role of English in Japan: Why are there so many mistakes in English displayed in public in Japan? I'm particularly referring to T-shirts and other clothing, as well as signs and displays in stores. I think almost any English speaker in Japan has noticed mistakes in grammar and strange or inappropriate word choice on things that display English.
I'm not trying to sound critical. Everyone makes mistakes sometimes. In America you can also find T-shirts that have mistakes or something strange written in kanji (Japanese or Chinese characters), and Americans themselves sometimes make English grammar mistakes in speech or writing. Even if you try your best, you will make mistakes sometimes; it's part of being human. But you see such English mistakes displayed so often in Japan that it's led me to believe that the companies who make such T-shirts or other objects really aren't trying very hard and don't really seem to care very much whether or not the English is correct.
So, this is my question--why don't they care? Maybe I'm mistaken, but it just seems like getting the English right is not very important to them. But this surprises me because in Japanese society, particularly at the workplace, I think attention to detail and a strive for perfection are common and highly valued traits. It seems like there is great pressure not to make mistakes, to present a good image to others, and to do things the right way. So, why doesn't this extend to English written on products?
It's not just a misspelling or a missing word hear or there. Just to give one example, here is what was written on one shirt I saw:
-----------------------------
I want to go to the mountains
where we can see the DIAMONDS
Where it is?
...FOOL
-----------------------------
Now, I really have no idea what this means. And for that reason I find the shirt very entertaining and memorable, but I don't think that's exactly what the creators had in mind. :)
Because Japanese companies, in my opinion, generally have a high level of quality and service, and because there seem to be many native speakers, English schools, or other services in Japan or on the internet through which one could check and confirm English or receive editing help, it seems like the companies who create products like this shirt could fix most of the English mistakes without a great deal of trouble if they really wanted to. But it seems they don't really care. I don't think most of the mistakes are really due mainly to lack of knowledge and resources, but rather lack of effort and concern, and this attitude I find surprising.
Other people have commented on this topic too, and one American author living in Japan had a theory about this that I think makes a lot of sense. She said that to many of the creators of such clothing and other things that have English written on them, the English is meant to be a decoration rather than something that conveys meaning or a real message. English is used because it looks good, not because it means something. So, the creators may feel they don't really need to pay attention to things like grammar and spelling and meaning. Similarly, perhaps the people who buy these products are not really concerned with whether the English is proper or not, but just concerned with the fact that it's there.
You can see this to a degree in the US and probably other countries, too. Many Americans think Chinese and Japanese characters look "cool", and so they may buy a shirt or a necklace with characters on it even if they don't know what they mean. However, I think some people are also concerned with the meaning, and now I think more and more such products in the US also write the English meaning of the character on the product so that people can know the meaning of what they're buying. I personally stopped buying products that display Chinese or Japanese characters unless I knew what they meant, for fear they could mean something bad or embarrassing or offend someone who could actually read them.
In Japan, if you wear a shirt with words printed in English, I think you are more likely to be seen by someone who can read and understand the English than a person wearing a shirt with kanji in America is likely to be seen by someone who can read or understand Japanese. Also, while learning Japanese or Chinese is general a personal matter in America, an individual choice by people who happen to have an interest in that language, in Japan, the learning of English is in many ways a nationally-directed effort and goal, required in schools. So, I would think that in Japan there would be a much greater effort to make sure that English that is displayed in public is proper English. But this does not seem to be the case.
Why? Perhaps the author is right and the reason for the lack of attention to mistakes is that English is seen merely as a decoration. However, if English is seen merely as a decoration, it ceases to be seen as what it truly is--a means of communication of ideas and feelings of living human beings. If English is viewed as just a decoration, or even just a school subject, instead of as a cultural creation and means of communication, I believe this will hinder progress toward Japanese goals of really learning to communicate in English. Attitude is important in any endeavor, but especially important in learning a language.
Does anyone have any thoughts about this? Please share them!
Global/social issues in education and a lesson on peace --- 2004/12/08 posted by Rebecca
I really apologize for a long absence in writing. I think I’ve been working on too many different things.:)
One has to do with an issue I’d like to bring up here—global and social issues in education. I’ve had various opportunities to explore the matter of whether and how to integrate some global and social issues into lessons with students. Some people might say that it is not the place of a language teacher to address such issues in a language class. However, others would say that all educators have the responsibility, whatever our area of education, to prepare our students to be thoughtful, active, productive members of their society and the global community of which each one of us is a part, and that making efforts to get students to think more about global and social issues is part of doing that. In addition, as English has become an “international language” (some would say THE international language), getting students to think more about the world around them can be an important part of helping them to see the importance of English as a means of international communication and cultural exchange.
In September, I requested and was given permission to do a special “peace lesson” with students at my school about the UN International Day of Peace, which was Sept. 21 this year. The goal of this lesson was to teach students about the meaning, history, and celebrations of the UN International Day of Peace; to teach them about different peace symbols and ways they are used in the world; to get them thinking more about peace and peace issues; and to teach them some peace-related English. I did this lesson with 1st, 2nd, and 3rd-year junior high students.
In attempting to teach the students about the UN International Day of Peace, I first went over some things like what “UN” stands for in English, what day is the UN International Day of Peace (the 3rd Tue. in Sept.), when it was first started (1981), and ways it is celebrated (moment of silence, ringing of peace bell, artwork, etc.) Wanting to have lots of visual aids to stimulate student interest, I passed around some pictures gotten from the internet of past Day of Peace celebrations around the world. Next, I taught the students about some symbols of peace and how they are used around the world, particularly in my home country. I taught the circle-with-three-lines-inside peace sign which is commonly used in many countries (maybe particularly Western countries?) but seems to be unknown by most Japanese students and showed them examples of it on shirts, on school supplies, and in pictures of anti-war protests. I next taught about the dove as a symbol of peace. Then I taught about the looped remembrance ribbons that are used as symbols of peace and/or to symbolize other world issues (these ribbons also seem to be largely unknown in Japan), and how different colors of ribbons symbolize different issues/problems (ex. war, terrorism, AIDS). I explained the purposes of wearing the ribbon as: 1.To REMEMBER a problem and the people who suffer from it and to be in SOLIDARITY with them, 2.To raise AWARENESS about the problem in those who see the ribbon, and 3. To try to PREVENT the problem in the future by thinking about what we can do to HELP or SOLVE this problem.) We had ribbons and pins on hand for any students who wanted to make their own ribbon (white ribbons can be colored any color). After doing this part of the lesson, I passed out some handouts and worksheet activities I had made. The first worksheet had questions in English about the Day of Peace and peace symbols (this can be done together as a class or made into a contest or quiz game). At the bottom were some reflection questions in Japanese about peace, and a quote from Kofi Annan; these were just for the students’ own interest and reflection and weren’t discussed in class. The second handout was also for the students’ own reference—a list of peace organizations, events, and websites with the information in Japanese. The third handout was a Peace Wordsearch, where English words related to peace and peace issues were written with their Japanese translations and then hidden in a wordsearch. I made this into a contest with a prize for the first one to finish—as we have a point reward system at our school, the first student to finish in each class got 3 points and every other student who finished got 1 point.
This lesson seemed to go well and be interesting to students of all grades. They especially liked seeing the pictures and other visual aids that I brought and passed around. Many of them also particularly seemed to enjoy the wordsearch. Despite my making it optional as a contest, quite a few students worked hard to finish it. Several students also came to me later outside of class wanting to make a ribbon of their own.
This is one example of a lesson that was designed to try to increase student awareness of and thinking about a global/social issue while at the same time furthering their English language skills. I am pleased with the way it turned out, but I must confess one thing I probably could have done better—I think I spoke way too much Japanese! :) I conducted most of the lesson—speaking, explanation, etc.—in Japanese, because my main goal was for the students to understand the content of the lesson, most of which was beyond their junior high-level English skills. However, in an English class, ideally, as much of it as possible should be done in English. This brings me to a particular dilemma for foreign language teachers who wish to incorporate themes of global and social issues into their lessons—how do you do so while keeping it at a level consistent with and building up students’ language skills? How do you balance content and language without losing one at the expense of the other?
I would love to hear from language educators, educators of any kind, or anyone who has worked with children and attempted to introduce themes of global or social issues with them about how you have done this and what lessons you have learned or suggestions you may have.
For anyone who is interested, there’s a really great newsletter on this subject that I subscribe to called the “Global Issues in Language Education Newsletter” (designed particularly for language educators, but it can be useful to anyone); information about it can be accessed at www.jalt.org/global or www.jalt.org/global/sig.
For anyone interested in learning more about the UN International Day of Peace and peace resources, here are two good websites: http://www.un.org/cyberschoolbus/peaceday/whatis.asp
http://cyberschoolbus.un.org/peaceday/links.asp
Finally, below I’ll paste the reflection questions and quote included on one of the worksheets in my peace lesson, for anyone who’s interested in ideas for possible content for peace lessons or discussions:
Questions to think about…
---What is peace?
---Does peace mean only the absence of war?
---What are some reasons that people might use violence?
---What rights should every human being have?
---How are human rights and peace related?
---What can you do to help solve problems and build peace in the world? In your country? In your community? Among your friends? In your family? In your life and your heart?
When you see something that is wrong, no matter how big the problem is, ask yourself: Who else would like to change this? How can we work together? Take action with others who share your conviction. Have the courage to believe you can make a difference. As with everything in life, small steps count. If something has not been done before, it does not mean that it can’t be done, it only means you could be the first to do it.
---Kofi Annan,
Secretary-General, United Nations
As the holidays are fast approaching, I wish everyone God’s blessings at Christmas, New Year’s Day, or whatever holiday you celebrate, and much peace in the new year!
What is “on”? --- 2005/01/25 posted by Rebecca
To everyone, akemashite omedetoo gozaimasu! (Happy New Year!) I wish everyone peace and blessings in the new year.
My subject today is what is called in Japanese “on”. I’d originally learned this as translated into English as “obligation”, and so have thus thought of it in that way ever since. However, an article I recently read called “Different Ways of Belonging: American Jet Program Participants’ Perceptions of Japanese Membership Norms” (see the citation below), which described a study on Americans working as teachers in Japan and the ways in which they felt included or excluded by Japanese coworkers and workplace situations, gave a slightly different explanation of “on”, describing it in terms like “favors and gifts” and “acts of kindness”. It was the association of “on” with “acts of kindness” that surprised me. I guess I’d generally always thought of acts of “kindness” precisely as having little or no relation to “obligation”, something nice you do for someone NOT because you are or feel obligated to do it, but because you genuinely care for that person and want to help them or make them happy, hence the expression of doing something “out of the kindness of one’s heart”.
For example, on my recent trip home to the US to spend Christmas with my family, my connecting flight from Newark, New Jersey to Pittsburgh, Pennsylvania was suddenly canceled, leaving me stranded in the Newark airport. I happened to meet a woman named Deborah who was to have been on the same flight as me and was thus in the same predicament. Although we didn’t know each other at all, she let me use her cell phone numerous times to call my family long distance to tell them what was happening to me, helped me recover my luggage along with hers (a process that took about 4 hours), offered to let me drive in her car with her from Newark to Pittsburgh (about an 8-hour drive) in the case that we couldn’t get another flight and decided to try to drive, and when we were waiting in line at 4:30 AM after spending the night sleeping on the airport floor, trying desperately to see if there were any available seats on any flight to Pittsburgh, she said to me, ‘If there’s only one ticket left, I want you to take it. You don’t get to see your family nearly as much as I do (coming from Japan), and so I want you to take it so you can get home to see your family for Christmas.’ I was deeply touched by her great KINDNESS. She had no legal or real social obligation to do all this for me. These were not acts done for the purpose of getting something in return or building some kind of long-term relationship, as it’s unlikely that we’ll ever see each other again. She didn’t have to do it, but she did it, I assume, because she cared about me, a fellow human being, and wanted to help, and that’s what make these, in my view, “true” acts of kindness.
Since “obligation” and “acts of kindness”, to me, are different things, it seems to me that “on” can mean either “obligation” or “acts of kindness” but wouldn’t mean both. So which is the truer meaning? Or are these two concepts, “obligation” and “kindness”, while different in English, actually both merged into the concept of “on” in Japanese?
In the article previously mentioned, the reactions of American JET Program teachers (JETs) in Japanese schools to what is described as “on” are discussed, in terms of whether such acts made them feel included (thus were viewed positively) or excluded (thus were viewed negatively). According to the study, some of the Americans felt included “when they perceived their colleagues acting benevolent out of their free will and due to personal liking for the JET. These participants also felt excluded by obligatory reciprocity, such as when Japanese coworkers seemed motivated primarily by a sense of duty to their roles as colleagues or hosts, or if the Japanese were trying to pay back ‘on’ that they had previously received from the subjects [the JETS]. In these instances, JET participants felt uncomfortable for having received a favor or gift, and often preferred not to be given to at all in such situations.” I can understand these feelings because, at least in American culture, people would prefer that someone do something kind for them because that person cares about them and wants to be kind to them, rather than because that person is or feels forced or obligated to do it; an act that is presented as kindness but in fact is really due to obligation can even be viewed sometimes as insincere or dishonest. Is this also the case in Japanese culture, or is the view different in some ways?
Which, then, is a better description of “on”—“obligation” or “acts of kindness”? Or something else? Is there a difference in the way Americans and Japanese view this concept, and if there is, is the difference due to the way the concept is translated in each language and the meanings associated with the word choices in each, or is it due to a difference in cultural attitudes toward obligation, reciprocity, and kindness? I’m not sure exactly how to answer these questions, so I would like to ask others’ opinions. How (particularly if you are Japanese) would you translate “on” into English, and what do “obligation” and “kindness” mean to you? Do you see a relationship between the two? Are “acts of kindness” done out of a sense of obligation somehow less pure or less honest than acts of kindness done without any sense of obligation but simply heartfelt care and concern for someone else? And what if someone does something kind not out of a sense of social obligation but out of a sense of moral obligation, from his/her religious or personal moral beliefs? Is this different? I’m also particularly interested in the way morality is viewed in different cultures and different worldviews, so I would welcome anyone’s thoughts on this subject!
--Citation: “Different Ways of Belonging: American Jet Program Participants’ Perceptions of Japanese Membership Norms”. Adam M. Komisarof. Shobi University. Published in the Pacific Asian Communication Association’s Journal “Human Communication”, Vol. 4, No. 1, Spring/Summer 2001.
+"obligation" in the U.S. and Japan --- 2005/02/11 posted by James
Rebecca,
Reading your latest post on the cultural differences surrounding "obligation" in the U.S. and Japan reminded me of a story from Sports Illustrated magazine about 10 years ago about American baseball players coming to Japan to play, and the cultural adjustments they have to make. In one game an American player and a Japanese player from the other team got into a brawl on the field, something that rarely happens in Japanese baseball the article said. Well, the next time the two teams met, before the game the American player went into the Japanese player's dugout and spoke with him. When he came back to his own dugout his manager asked him what he was doing over there. He said, "Ah, I felt bad about what happened in the last game. It was my fault, so I apologized to him." His manager told him, "You should not have done that. Now he is obligated to do something nice for you. You have placed an extra burden on him. And since you told him in front of his whole team, if he does not respond with some kindness toward you, he will be shamed." I found that interesting then and I still find it interesting now.
+ I like the word "On" --- 2005/03/03 posted by Takako
Rebecca and James,
Your ideas about "On", or "obligation"are interesting. I have never thought about it before, but when I heard "On" in Japanese, I imagined "gratitude", or "appreciation" or something like that. We say "On wo Kanjiru", "I feel On". or "On wo Kaesu" "Return the On" . I think "On" is a kind of feeling that made you happy.
In Japanese society, "On" is exchangeable between people. Of course, we do not always expect that you return the kindness just because we did something kind for you before. However, it's also natural emotion if someone did something good for you and made you happy, now is your turn. We would love to pay back the "On”. I do not think our "On" always comes from sense of obligation, rather it's just a symbol of our gratitude for what you have done for us. Actually, Japanese people like to give a gift to others, and also to be given something back. It's a kind of communication to make the relation smooth. Sometimes it's too much, and people from other culture would feel uneasy, but you do not think much of it. Just we do because we like it.
One more thing that I thought is "On" concept seems to come partly from "Samurai" spirit. Samurai and King are tied by the system of " Goon (on) and Hoko (service)" for long time. Samurai serves for King, and King gives him "On", (position, lands, or rice) in return. They used to exchange what they can do each other. I do not think this does not effect on modern "On" concept in Japan.
Yes, I remember one funny episode I experienced. When a foreign professor was about to go back to his country after 10year stay in Japan, he asked me to recommend some good novels written in Japanese in his mail. He is a good at reading Japanese very much and wanted to bring several books. Guess what, what I first thought when seeing his request? That's "I" will buy several good books for him, for he has been so kind to me and I would like to do so! however, I could not help laughing at seeing the postscript. He knew what Japanese would do.
"Please don't buy it for me... just send me the name of the book and the author."
I came to know that kindness could be a burden sometimes.
+ "On" --- 2005/03/12 posted by Rebecca
Thank you for your comments about "on"! It was very interesting for me to read. In the view of the last posting, would "reciprocity" perhaps be a better translation of "on" into English than "kindness" or "obligation"? I am still interested in the question of whether kindness and obligation have a different relationship to each other in Japan than in the US, or if it is not so different. What do you think?
The Classroom and the Cram School --- 2005/03/12 posted by Rebecca
I would like to re-post this article that I wrote for Child Research Net's website (www.childresearch.net). :
The Classroom and the Cram School
Rebecca Cataldi, Assistant Language Teacher
I'm an American AET (Assistant English Teacher) teaching at a junior high school in a small rural town in Japan. Recently I had the opportunity to observe some of my second-year students studying English in another classroom - one of the town's cram schools, or juku. The evening juku classes had a rather different atmosphere than that of the regular school classroom, with a much smaller group of students studying together in a smaller, somewhat "cozier" space. However, what struck me the most were the ways in which the students' behavior seemed different from typical behavior in the school classroom. In the junior high school, while most of the students are generally well-behaved, there are often some students who are noisy or disruptive, who talk to their friends instead of doing class work, and/or who don't pay attention when the teacher talks or gives instructions. However, at the juku, while the noise and energy level was high as in the classroom, the students seemed more focused, really trying to do their work, and seeming to really want to learn and understand the material. To that end, they also asked many more questions and asked for help much more frequently than is typical in the school classroom, and seemed appreciative of my and the other teacher's suggestions and corrections.
Of course, each individual student is different, and I am only speaking from my own experience, but the apparent contrast in the overall behavior of the students in the classroom versus in the juku was very interesting to me. This has led me to some questions on which I am still reflecting. Do students really care more about studying and try harder at their studies in juku than in their regular classroom? If so, then why? Also, why is it that juku are so prevalent and important in Japan? To contrast this with my own experience as a student in my own country, in America cram schools are pretty rare, and extra tutoring is usually only sought by students who are having trouble with a subject. Further, most American students would be very resistant to the idea of having study classes in the evenings. Of course they have homework to do, but other than that, they see after-school as a time to relax and have fun, perhaps to do a part-time job, not to do more schoolwork! Yet the Japanese students didn't seem to mind going to juku in the evenings, and perhaps even saw it as more of a time for study than school. And even students who are doing very well in school in Japan often go to juku.
So, what is the real role and purpose of the juku in Japan? If students learned more in their regular schools (which of course depends on the teachers, the students themselves, the school curriculum, and many other things), would juku then be seen as unnecessary? Would parents and students in Japan like for juku to become unnecessary? Or does juku serve another role beyond simply furthering academic learning-for example, to train the student in devotion to rigorous study, to develop in the student a strong work ethic with regard to studying, to give students confidence by making them feel that they are working hard and getting extra learning, or even to raise one's status or prestige as a student or community member? I would like to hear what people think about these questions, and I hope there will be more dialogue about juku among educators, those who care for children, and more widely in Japan.
+ Juku, American style --- 2005/03/13 posted by James
Rebecca,
Another thought-provoking posting. I am an old man (well, I'm 57)and your post took me back to my high school days and the times of going to school for "extra" classwork outside of normal school hours, or to study subjects not taught in the regular school curriculum. I agree with your observation: those classes were less disrupted and the students there were more focused, and "happy" to be there. I think the reasons for this might be: If I wanted to go to one of these "extra" classes, I would call my friends and see who else wanted to go as well. So it was a time when I knew my friends would be there. Then, the teachers were more relaxedbecause they knew that the students who were there actually wanted to be there and were not "forced" to be there. We students enjoyed it more because our friends were there and because since there were no tests to be taken, we could just sit back and focus on the subject matter and freely engage in discussions with the teacher. Or to put it another way, we could learn strictly for learning's sake, and not because we would have to "perform" on a test after the classes. I suppose in a perfect world this would be the best of all possible educational environments.
Rebecca, please keep posing these interesting questions.
+ About Juku from a Japanese mother --- 2005/03/14 posted by Saphira
Hi! Rebecca,
I was intrigued by your article.
I had my children, a son now in college and a daughter in high school to go to juku (cram school) for two years when they were junior high school students. And I still feel grateful to the juku’s teachers for their encouraging my lazy children to study hard in order to pass entrance exams. They were really good at getting children to concentrate on class and improving their academic ability.
Why not express gratitude to the junior high school teachers first?
Needless to say they are responsible for children's school life, however in current Japan their role is becoming less and less important as the role of juku has become more so. I feel compassion for school teachers in many aspects. We Japanese like to refer to our country as a nation of middle-class people. It might be an elusion, but has worked well in preventing social disharmony after the World War 2. And I think public schools nationwide have a responsibility to maintain that idea. Opportunity to learn must be equal for everybody and teachers have to make a great effort so as not to let any children be left behind. Until recently, that stance had functioned very well as you know from the result of OECD academic standard test. However, for some reason it appears that students become very polarized in their scholastic ability or attitude toward study. A considerable proportion of students in class seem to have lost their intention to study and some of them often are noisy or disruptive in class as you said. Public junior high school teachers seem to be very busy and feel tired from managing those students. And other than that they are also always tossed about by the Education Ministry’s capriciously changing policy.
In a respect, juku teachers are at advantage since they teach children who have the intention to study or whose parents strongly expect them to study and teachers don't have to follow the Education Ministry’s decisions. So we can't say that juku teachers are superior to public school teachers in teaching without considering the situation.
Are there good ways to teach every student efficiently by which quite bright students don't feel bored in public schools? Classes formed according to degree of advancement might be an answer. However, I don’t like that idea. People come to know as they grow older that there are so many kinds of people in society; Some are good at studying and others at art or sport. If you are so cool or attractive that you create an aura though not good at studying, you can succeed in the entertainment world where academic background has no meaning, and so on. However if you are accustomed to studying different subjects at varying levels depending on your ability while not yet fully matured (or in a junior high school), it might have bad influence.
Last week I read an article in the newspaper in which a professor of Tokyo Gakugei University said that programs that get youth to evaluate their own ability objectively should be offered in schools in order to reduce the growing number of freeters (part-time workers). He said the issue of freeters is attributed to their misunderstanding of their own ability or the result of having a bigger dream than they deserve. So he said “See the realities of life”. People need to have dream to live even if it is vain or impossible dream. What he said might be true, but I just felt sad and wondered if even the elusion Japanese tend to have that there is no social class in Japan has started to collapse.
I seem to have lost the point, and written too long. Anyway your article made me think a lot and is full of insights. Thank you.
Nationality and Education --- 2005/04/15 posted by Rebecca
This posting is basically to ask a question I’ve been wondering about to people who grew up in or know a lot about the Japanese educational system: What role, if any, does the idea of Japanese nationality play in the Japanese educational system? It’s a little hard for me to articulate exactly what I mean by this question. I guess maybe what first made me think about this topic was hearing from other assistant language teachers (ALTs) that a teacher or teachers in their schools had made a kind of comment that their schools are supposed to teach children “how to be Japanese” or “how to be good Japanese”. (I can’t remember the exact quote, but it was something like that.) This surprised me, as it seemed to surprise the ALT who related the story, and I wondered if this is really a goal for Japanese schools in general, or if it was just the thinking of those particular teachers.
I can only speak from my own experience, but growing up in American schools, I never remember feeling like our schools were trying to teach us “how to be American” or “how to be good Americans”. Indeed, I think some Americans might find that idea amusing or even a little offensive. First, because, I don’t think there is one set way to “be American”, or to “be a good American”. How to be so means different things to different people (actually you could say maybe that part of the ‘American character’ is the belief that people must decide for themselves what kind of person they want to be and how they want to live, and must be true to their own ideals, morals, and principles.) Secondly, because I think many people would not think it should be the school’s place to teach people how to be “good” Americans; rather, their parents should teach them how to be good people, and they should learn morals and principles to live by from their parents, their religion if they’re religious, and their personal ideals, rather than from the school or the government. (Here I think it may be necessary to sort of make a distinction between teaching children to be “good citizens” in the sense of being responsible, productive members of their society and being equipped to pursue their dreams of what role they want to play in that society, which I think is in a sense a function of any school, and actually teaching children to fulfill some idea or ideal of what a certain nationality means, “to be” a certain nationality.)
I’m just speaking from my own perceptions here. But I would like to ask people—do you think Japanese schools are trying to teach children to “be Japanese”, and if so, what do you think about this? Is it a positive thing? Are they doing a good job at it? What does it mean to be “Japanese” from the perspectives of the schools or society in general?
On a related note, something else that made me thing about these things recently was a quote I read from the Japanese Ministry of Education, in 1957, about the “proper aims of teaching Japanese history”: “to acknowledge the historical achievements of our ancestors, to raise or awareness of being Japanese, and to foster a rich feeling of love for our people.”* This was a long time ago and I imagine that it has changed since then, but I don’t actually know. Would anyone happen to know what the Ministry of Education says nowadays about the reasons for studying history? I don’t know, but after reading quote, I am curious. I was surprised by this quote because I never really thought of governments (at least in democratic societies) as having such a kind of “agenda” in educating people about history. (Maybe this is naivety on my part? :)). I think probably most governments want to emphasize their country’s good points, but I thought that the main point of learning history is to learn what happened and why, and what we can learn from this to benefit our future. I remember learning about what most Americans would consider America’s historical good points (such as the founding Constitution establishing freedom and human rights) as well as bad points (such as the time of slavery and the time of prejudice against African Americans). But even for these things, I don’t remember them being presented so much as “this is what’s good about America” and “this is what’s bad about America”, but rather more as “this is what happened”, and we should think about these tings for ourselves and come to our own conclusions about what lessons we should learn from the past and how the past should influence our future decisions and ways of thinking. If you don’t learn and reflect honestly about the bad points as well as the good, you risk allowing the bad actions of the past to happen again. A famous quote goes something like this, “Those who do not learn from the mistakes of the past are doomed to repeat them.” (Though I admit, I have realized this much more in retrospect. As I’ve grown older and become more interested in CURRENT affairs, I’ve also become more interested in history. But when I was a student, I often thought, “Why do I need to study this history? It happened a long tie ago and has nothing to do with my life today!” So maybe our schools need to do a better job of making students realize how the past can have an important effect on and hold important lessons for the present and the future.)
I’m also interested in the process by which the Japanese government approves textbooks for use in the schools. I know that the way certain parts of Japanese history, like World War II, have been portrayed in textbooks has caused some controversy in countries like Korea and China that suffered from the war, as well as in Japan. Does anyone have an opinion on this? I’ve never read a Japanese history school textbook, so I don’t really know how the events are presented. I also admittedly don’t know so much about if/how textbooks are approved in my own country. Since I think in America, public schools are administered primarily by state and local governments, I never saw the national government as having so much of a role in approving or disapproving textbook contents. I don’t know who, if anyone, in the government has the right to do so. It makes me think, in any country, what role should any government play in deciding the content of public education, and what safeguards are in place to prevent public education from eing used to promote biased political agendas?
I think I’ve kind of gone off on several different topics, but to go back to the original question, all these things have gotten me interested in having a better understanding of the role of nationality, and the role of government, in Japanese education. I am interested in hearing opinions from Japanese people on this—what role, if any, do you think nationality has or should have in education? Do you think the current system and role of government is working well? If not, what do you think should be changed? On a related note, what should the role of nationality and the government be in teaching values? It’s definitely important for people to learn values, and schools have an important role to play in helping children learn to be good citizens. I also think schools can play a good role in fostering a sense of community (I think Japanese schools seem especially good at this) and the desire to make a good contribution to society. In fact, I wish my own school had emphasized this more. But if nationality or government agendas are emphasized at schools, is there also a danger of imposing ideologies, or even propaganda, on students, and not allowing them to decide their own ways of thinking and ways of living for themselves?
What do people think?
*Citation: Buruma, Ian. The Wages of Guilt: Memories of War in Germany and Japan”. Phoenix: London, 1994.
+ Citizenship --- 2005/04/24 posted by James
Rebecca,
Hadn't really given much thought of the "essentials" that make someone a true citizen of his or her country. Except for the Native Americans, the U.S. is a land of immigrants, and we still think of ourselves in some elemental way as still having some roots somewhere else, even though in my case, my ancestors came to America in the late 1800's. For example, I consider myself a true and patriotic American, but if you ask me, I will still say I'm Italian at some level, NOT to disavow my status as an American citizen (which I am EXTREMELY HAPPY to be) but I suppose to differentiate myself from someone whose background might be English, for example. Any child raised by an Italian-American father will tell you that it's different from being raised by a Swedish-American father, or a Russian-American father, for example. There have been traditions handed down from our immigrant cultures which we then pass on to our children, all the while being strong and loyal Americans. On Christmas Eve, to take one, my family will still make the traditional Italian dishes that are being made in Italy on that same day. And so will people whose ancestors came from Croatia, and Germany, and so on. I think its great that we can combine and meld all these interesting bits into one great country, America. Since we mix and match so many different backgrounds in America, we then have the freedom to create any country we want, like an artist who is not tied down to one color or two, but can splash any color he wants onto the canvas. He can give his imagination free reign to create. And that's a pretty good thing, I think. Immigrants have always come to America to create the life, the "Americanness" if you will, that they desire. That's a liberating feeling; has to be. A French jounalist once said, after spending a year here in this country, that "America, at its root, is a country that builds Americans." I agree.
Moral Education --- 2005/04/26 posted by Rebecca
Thank you very much for those comments!
I have to make this really quick but I wanted to post one more question--Could anyone tell me something about the Moral Education classes in Japanese public schools? I'm interested to know more about them, such as what kind of topics are taught and discusses, who decides what topics to study or what values/attitudes/morals should be promoted, and if anyone who took those classes has any opinions about them. I attended one once at the school I'm teaching at, but it was difficult for me to understand all of the Japanese, so I couldn't really get a true sense of what the class was about. I attended a Catholic school in the US (elementary and junior high grades), and we had Religion class where we were taught moral education from a Catholic Religous perspective, but I actually don't know if a Moral Education class or similar class is done at most US public schools or not. So I was interested to learn about the Moral Education class at Japanese schools. Thanks!
+ Doutoku kyoiku --- 2005/04/27 posted by Rino
I remember Moral Education in my school days.
It's like a lecture or discussion class with using text which includes many anectodes. Basic concepts which students are taught are like follows;
1. To hold life, in high regard, promote mental and physical health, and make their life temperate and balanced.
(To respect their own and others' life, promote mental and physical health, and to strive to build a steady life by commanding self-control without behaving impulsively.)
2. To comprehend and acquire proper modes of behaviour in daily life.
(To arrange in other one's surroundings and nearby environment, make effective use of time and object, lead a regulated life, and at the same time to understand the significance of manners and etiquette, and to become able to speak and behave properly according to the situations they are placed in.)
3. To positively grapply with and carry through things with might and determination.
(To strive to put into practice what one thinks to be right in one's own sight with courage and from a broad perspective, and to accomplish what should be done with patience and without giving in to hardships.)
4. To have a developed consciousness of being truly human beings, to think and make up their minds by themselves, and to answer for the consequences.
(To develop an independent and self-reliant attitude, to carry out faithfully what one has chosen to do and frankly assume responsibility for one's own conduct as well as to have pride as a human being.)
5. To respect others with different ideas and positions, to understand that there are various views and ideas on any given subject, and to be broad-minded enough to learn from others.
(To respect individuality and the position of each person, to be tolerant towards different views and behaviour, and to listen to others' suggestions and advice for one's own self-reflection and improvement.)
6. To realize the value of work, and pursue a substantial life aimed at true happiness.
7. To love and pursue the truth, and explore creatively human life, aiming at the realization of an ideal.
(To always have a hope, and positively seek for and pursue the truth, and by looking solemnly at the reality and juding things with reason, seek higher objectives and strive for their realization, while rejecting easy-going compromises.)
8. To find joy in living as a human being, and cultivate the spirit of warm, humanistic love.
(To have warm relations with every person, trusting the strength and nobility inherent in man, and recognizing
frankly that man has weaknesses and ugliness in a way, endeavour to overcome these weaknesses, and have a sympathetic heart towards other people.)
9. To have a rich heart capable of loving nature, of being impressed by beautiful things, and of responding honestly to the sublime.
(To think about the relationship between nature and man, to have a heart capable of loving nature and things that are beautiful, and realizing the fact that man is not endowed with limitless power, endeavour to have a sense of awe towards things that are beyond human ability.)
10.To understand the value of friendship, find friends in whom they can have full confidence, and thereby to seek mutual enrichment.
(To respect one another and help each other hoping for the betterment of the other party,and rather than following friends aimlessly, endeavour to cultivate a genuine friendship capable of giving advice and encouragement to each other.)
11.To recognize that men and women should mutually respect the personality of the other, and acquire a sound view of the opposite sex.
(To understand that men and women should understand the position and traits of other and help each other, and seek mutual betterment through pure and clean relationship.)
12.To gain awareness as members of respective families and communities, and endeavour to enrich the community life through mutual co-operation.
(To realize that one's own position is supported by the members of the family, by the people with whom they come in contact daily and by their predecessors, deepen the sense of esteem and gratitude, and seek to contribute to of the hometown.)
13.To understand the significance and objectives of various group to which they belong respectively, and co-operate with each other for the enrichment of their life.
(To cultivate the spirit of loving the group such as school, class, etc. to which one belongs, respect rules, fulfill one's role willingly, and endeavour to contribute to the enhancement of group life by respecting harmony and overcoming selfishness and narrow-minded group consciousness.)
14.To distinguish the public life from the private one, pay respect to public welfare, and aim for the materialization of an ideal society with a sense of social solidarity.
(To foster a sense of public morality, strive for the welfare of the public and the development of the society, and at the same time to make efforts to realize a better society in which there is respect for justice and no discrimination or prejudice.）
15. To understand the spirit of the law and the significance of rights and duties so as to strengthen the discipline of society.
（To cultivate the attitude of carrying out one's duties faithfully while standing firm on proper rights, paying due respect to the law-abiding spirit and realizing the relations between rights and duties, and thereby joining hands with others to endeavour to enhance the discipline of society.）
16. To grow up as men and women who would, with the realization
of being Japanese, love our nation and strive for our nation's advancement on the one hand, and contribute towards the welfare of mankind on the other.
（To deepen the understanding of and affection towards our country and culture, contribute towards the preservation of superior traditions and the creation of new culture, and strive to grow into men and women who would contribute towards world peace and human happiness all of the time from an international point of view.)
from Gifu Shoroku Gakuen University's homepage
http://ibuki.ha.shotoku.ac.jp/~ishihara/shidou/s52/chuu/english/doutoku.html
Thank you everyone --- 2005/07/12 posted by Rebecca
Thank you very much for those concepts. It seems like a wonderful idea to teach such things. It's nice to know that some values transcend country or culture or geographic location because they are truly human values and ideals shared by people throughout the world. It is nice to think that we are all united in our common humanity.
Well, unfortunately, my posting today under Rebecca’s Picks (please read it!) will probably be my last posting from Japan, as my work as an Assistant English teacher will be finishing this month and I will go back to America on July 30. I have had a wonderful 2 years working in Japan and have had many wonderful experiences. I will miss Japan very much. I feel it is my second home after America, and I plan to return often. I really want to thank everyone for all the kindness they have shown me these past two years, and all of you who read or posted to this website. I hope to maybe continue to post or update this website sometimes even after I return to America; I don’t know yet if this will be the case, but please do continue to post and share your thoughts if you have something to say.
I wish all of you the best and God’s blessing, and good luck wherever in the world you are.
All the best,
Rebecca :)
