soc 463/663 (social psych of education) - culture & education
TRANSCRIPT
PISA 2012
– Video
– Key findings
– AFT video
– Newshour
Challenges and Changes in Japan
Disrespect toward teachersOverworked students
Sleeping in classStudent aggression
BullyingDrug useSuicideConcern with falling levels of student competency
Remedial courses at the university level
Lack of individual brilliance
Lack of creativity
Movement toward less standardized testing!
– James Fallows
“If we have to out-cooperate and out-sacrifice the Japanese, we may as well quit. We need to find our own tools.”
– The Learning Gap, p. 20
“Taking an interest in Asian education does not mean that we should, or can, adopt the successful aspects of Asian systems of child-rearing and education. They are adaptive for the cultures
in which they exist, and our problems are not going to be solved by importing Chinese or Japanese culture.”
Discussion Questions
If American teachers took similar approaches…as Japanese teachers, would we get the same good outcomes? Or would
other cultural factors make them less successful?
Other than Japan/China, are there aspects of other countries' educational systems that we could and should
adapt to our own?
Discipline in Japanese Preschool
1. Peers are extensively involved in managing misbehavior
2. Teachers attribute positive motives to children
3. The goal is understanding, not compliance
4. Misbehavior seen as inadequate attachment to school community
Discipline in Japanese Preschool1. Peers are extensively involved in managing misbehavior
• Emphasize values of friendship, kindness, and community
• “We’re all in this together.”
2. Teachers attribute positive motives to children
• They “forget promises” or “don’t understand,” not “break rules.”
• Shift attributions for own behavior; more felt responsibility
Discipline in Japanese Preschool3. The goal is understanding, not compliance
• Understanding why certain rules are essential is critical
• Opportunities to deepen understanding & perspective-taking
4. Misbehavior seen as inadequate attachment to school community
• “Acting out” often a symptom of not feeling connected to others
• Kids who are disruptive often praised later, to strengthen bonds
– Japanese First Grade Teacher in Lewis (1995)
I don’t want to create children who obey because I’m here.
I want children who know what to do themselves, children who learn to judge things themselves.
Disciplinary actions appeal to feelings
Strengthening relationships, internalizing values
“The farmer worked hard to grow these vegetables for you.”
American parents often just assert authority
Control immediate behavior through reward/punishment
“Eat your vegetables because I said so!”
Individualism vs. Collectivism
Discipline in Japanese Preschool
Pros
Teachers can remain benevolent, nurturing, and warm
Sanctions from peers may feel more “natural,” less contrived
May pose less of a threat to “good child” identity
Cons
Children’s moral judgments tend to be harsh & punitive
If teachers “stand by,” isn’t it like condoning/tolerating cruelty?
Peer Discipline: Good Idea?
Classroom discipline is central in American classrooms
Discipline in preschool/elementary school
United States Compliance with general rulesTeacher as “enforcer” of rewards and punishments
Japan Understanding rather than complianceTeacher as “discussant” of transgressions
Discipline
Discussion QuestionsWould praising American children who are misbehaving give them the attention they want and lead them to keep
acting out? Or would this technique work in American schools as a means of strengthening connections to the
community and eliminating bad behavior?
I thought it was interesting that the Japanese use rule-breaking as an opportunity to help the child understand his/her transgressions, rather than as an opportunity for
punishment. Would the United States be able to implement these same kinds of practices?
What would American parents do if aspects of these teaching styles were enacted in the US?
Could aspects of these practices (e.g., the “hands-off” approach to discipline) be enacted in the U.S., or
would it be too controversial?
Discussion Questions
In-classroom practicesRole of peersRole of teachersAuthority etc.
Outside-of-classroom practicesHomeworkInvolvement of and support by parents
PedagogyOrganization of schoolingCurriculum/requirements
Educational Practices
Child IdentityJapan: Children can mean no harmU.S.: Behaviors reflect intentions
Ability/Implicit TheoriesJapan: Primarily incremental theoryU.S.: Primarily entity theory
Assumptions
Both U.S. and Japan think that education is important, but…
Japan High involvementDaily/weekly updates on childrenEducation is a matter of school and home
United States Involvement varies a great dealPTAs sparsely attendedEducation is a matter of the school
The Role of Parents
If all it takes [to improve education] is parental involvement, why are more parents not involved in
their children’s educations?
How do you even try to “change” or better family values to help a child succeed?
Discussion Questions
The Learning Gap: Possible Solutions
Refine the function/purpose of schools
Define educational goals; assert the “role” of parents
More equal access to education, not just best & brightest
Reallocating spending
Teacher salaries!
Emphasize effort (not ability) beliefs
Higher value on education
The Learning Gap: What Schools Can Do
Decrease teaching load for elementary school teachers
Improve teacher training
Implement educational research
Teach to “the group” — less individual seatwork
Could possibly even increase class size and have it be a benefit
Make textbooks more interesting/relevant
More free time/recess during the school day
Eliminate tracking
Respect the “age of innocence”
The Learning Gap: What Families Can Do
Become involved in children’s schools
Create a home environment that’s conducive to studying
Strong indications of interest & concern
Make realistic assessments & raise standards