Book contents
- Frontmatter
- Contents
- List of contributors
- Introduction: Japanese theories of learning
- Section I Fundamental approaches
- Section II The emotional foundations of early learning
- Section III School and classroom models
- Section IV Path and guidance
- Shidō: the concept of guidance
- The path to adulthood according to Japanese middle schools
- Section V Artistic pursuits – old and new
- Conclusion: themes in the Japanese culture of learning
- References
- Index
Shidō: the concept of guidance
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- List of contributors
- Introduction: Japanese theories of learning
- Section I Fundamental approaches
- Section II The emotional foundations of early learning
- Section III School and classroom models
- Section IV Path and guidance
- Shidō: the concept of guidance
- The path to adulthood according to Japanese middle schools
- Section V Artistic pursuits – old and new
- Conclusion: themes in the Japanese culture of learning
- References
- Index
Summary
Introduction
Murata is small even for a 7th grader, and standing before his seniors in the fencing club, Miuchi and Yabushita, he appears a sling-less David facing two Goliaths. But as Mr. Yamagata (Murata's homeroom teacher and coach of the fencing club) and Mrs. Kawaguchi (the chair of the 9th-grade teachers) look on, a tear forms and runs down Yabushita's face. With great effort he apologizes for taking Murata's money. After Yabushita finishes, Miuchi – the captain of the fencing club – acknowledges that he should have returned the $300 that older boys in the club had taken from Murata over the past six months. Miuchi declares:
It was my fault entirely. I did not fulfill my responsibilities as captain of the fencing club. I let the club down.
While the teachers know that Murata offered most of the money to the older boys – and that he stole the cash from his parents' cafe – at this point, they treat the incident as the sole responsibility of the senior boys in the club. In one-on-one interviews with Yabushita and Miuchi, Mrs. Kawaguchi has relentlessly pounded home the point that because they are seniors (senpai) it was their duty to set a positive example and ensure that other members of the club did not break club rules. This formal apology, then, has been orchestrated more for their benefit than for Murata's.
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- Chapter
- Information
- Teaching and Learning in Japan , pp. 275 - 294Publisher: Cambridge University PressPrint publication year: 1996
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