全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...

Ethical Issues of Globalizing Liberal Education: The Case of Japan

DOI: 10.4236/ce.2020.111001, PP. 1-15

Keywords: Sociology of Education, Liberal Education, Japanese Education, Globalization of Education, Japanese Area Studies

Full-Text   Cite this paper   Add to My Lib

Abstract:

Is it ethically justifiable to teach liberal education in non-Western countries, which might have a negative impact on the career of those programs’ graduates, because they could be regarded as troublemakers, who destroy their own culture? In this paper,?I will show that a fundamental value conflict exists between liberal education with its emphasis on autonomy and Japanese culture with its emphasis on harmony. But if this is the case, is the application of liberal education in Japan not cultural imperialism? I will argue that the moral dilemma can be dissolved by infusing Japanese area studies throughout the curriculum of a liberal arts program with its emphasis on the Western tradition. Such an integration would not privilege any kind of knowledge, and would give students real choices about what kind of values are better for their life and their society.

References

[1]  Aoki, T. (1996). Der Japandiskurs im historischen Wandel. München: Iudicium.
[2]  Asano, T. (1995). Okaniagarichi. Tokyo: IchikoDosokai.
[3]  Barnett, S. W., & Symons, V. J. (2015). Prologue. In S. W. Barnett, & V. J. Symons (Eds.), Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education (pp. 11-13). London: Routledge.
[4]  Befu, H. (2001). Hegemony of Homogeneity. Melbourne: Trans Pacific Press.
[5]  Bellah, R. N. (2003). Imagining Japan. Berkeley, CA: University of California Press.
[6]  Boyer, E. L. (1987). College: The Undergraduate Experience in America. New York: Harper and Row.
[7]  Carter, R., & McCarthy, E. (2014). Watsuji Tetsuro. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
http://plato.stanford.edu/archives/win2014/entries/watsuji-tetsuro/
[8]  Cave, P. (2007). Primary School in Japan. London: Routledge.
https://doi.org/10.4324/9780203935811
[9]  Chung, J. (2009). Liberal Arts Education in the United States of America. Saarbrücken: VDM Verlag.
[10]  Clammer, J. (1995). Difference and Modernity: Social Theory and Contemporary Japanese Society. London: Routledge.
[11]  Coburn, T. B. (2015). Asia and the Undergraduate Curriculum. In S. W. Barnett, & V. J. Symons (Eds.), Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education (pp. 3-22). London: Routledge.
[12]  Conrad, C. F., & Wyer, J. C. (1982). Seven Trends in Liberal Learning. Washington DC: Association of Governing Boards of Universities and Colleges.
[13]  De Mente, B. L. (2004). Japan’s Cultural Code Words. Tokyo: Tuttle.
[14]  De Mente, B. L. (2005). Japan Unmasked: The Character and Culture of the Japanese. Tokyo: Tuttle.
[15]  Etzrodt, C., Hrebenar, R., Lacktorin, M., & Nilson, D. (2016). The Application of a Western-Style Liberal Arts Education Model in a Non-Western Environment: The Case of Japan. International Journal of Chinese Education, 5, 65-84.
https://doi.org/10.1163/22125868-12340061
[16]  Flannery, C., & Newstad, R. W. (1998). The Classical Liberal Arts Tradition. In D. Glyer, & D. L. Weeks (Eds.), The Liberal Arts in Higher Education (pp. 3-23). Lanham: University Press of America.
[17]  Fujita, H. (2000). Education Reform and Education Politics in Japan. The American Sociologist, 31, 42-57.
https://doi.org/10.1007/s12108-000-1033-9
[18]  Fukuzawa, R. E. (1994). The Path to Adulthood According to Japanese Middle Schools. Journal of Japanese Studies, 20, 61-86.
https://doi.org/10.2307/132784
[19]  Gluck, C. (1985). Japan’s Modern Myths: Ideology in the Late Meiji Period. Princeton, NJ: Princeton University Press.
[20]  Glyer, D., & Weeks, D. L. (1998). Liberal Education: Initiating the Conversation. In The Liberal Arts in Higher Education (pp. 9-29). Lanham, MD: University Press of America.
[21]  Godwin, K. A. (2017). Précis of a Global Liberal Education Phenomenon: The Empirical Story. In P. Marber, & D. Araya (Eds.), The Evolution of Liberal Arts in the Global Age (pp. 87-105). New York: Routledge.
https://doi.org/10.4324/9781315645216-8
[22]  Gomes, P. J. (2000). Affirmation and Adaptation: Values and the Elite Residential College. In S. Koblik, & S. R. Graubard (Eds.), Distinctively American: The Residential Liberal Arts College (pp. 101-119). New Brunswick: Transaction Publishers.
[23]  Goto, T. (1983). Nihon-tekikeiei to bunka. Tokyo: Gakubunsha.
[24]  Hamabayashi, M. (1987). Sokatsuhihan ‘rinkyoshin’. Tokyo: Gakushu-no-tomo-sha.
[25]  Hamaguchi, E. (1982). Kanjinshugi no shakainihon. Tokyo: Toyo Keizai Shimposha.
[26]  Hamaguchi, E. (1996). The Contextual Model in Japanese Studies. In J. Kreiner, & H. D. Olschleger (Eds.), Japanese Culture and Society (pp. 337-357). München: Iudicium.
[27]  Hata, I. (2003). Kyūseikokomonogatari. Tokyo: Risosha.
[28]  Hawkins, H. (2000). The Making of the Liberal Arts College Identity. In S. Koblik, & S. R. Graubard (Eds.), Distinctively American: The Residential Liberal Arts Colleges (pp. 1-25). New Brunswick: Transaction Publishers.
[29]  Hazama, H. (1981). Nihon no keiei. Tokyo: Nihon Keizai Shinbunsha.
[30]  Hendry, J. (1986). Becoming Japanese. Manchester: Manchester University Press.
[31]  Hioki, K. (1990). Normen und Werte. In H. Hammitzsch (Ed.), Japan-Handbuch (pp. 640-646). Stuttgart: Franz Steiner.
[32]  Hofstede, G. (2001). Culture’s Consequences (2nd ed.). Thousand Oaks, CA: Sage.
[33]  House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies. Thousand Oaks, CA: Sage.
[34]  Ichiko Dosokai (1994). Daiichi kotogakkojichiryorokujyūnenshi. Tokyo: Ichiko Dosokai.
[35]  Itasaka, G. (1978). Nihongo no hyojo. Tokyo: Kodansha.
[36]  Keio Gijuku Daigaku Kyoyo Kyoiku Sentā (2002). Kaishokinenshinpojium.
http://lib-arts.hc.keio.ac.jp/publication/uploadimages/pdf/1358155242.pdf
[37]  Kimura, B. (1972). Hito to hito to no aida: Seishinbyorigakutekihihonron. Tokyo: Kobundo.
[38]  Kitada, H. (2013). Kyuseikoko shin no erīto no tsukurikata. Tokyo: Nihon Kogyo Shinbunsha.
[39]  Koblik, S. (2000). Forword. In S. Koblik, & S. R. Graubard (Eds.), Distinctively American: The Residential Liberal Arts College (pp. 15-16). New Brunswick: Transaction Publishers.
[40]  Kodera, J. T. (1987). The Romantic Humanism of Watsuji Tetsuro. Dialogue & Alliance, 1, 4-11.
[41]  Lang, E. M. (2000). Distinctively American: The Liberal Arts College. In S. Koblik, & S. R. Graubard (Eds.), Distinctively American: The Residential Liberal Arts Colleges (pp. 133-150). New Brunswick: Transaction Publishers.
[42]  Lewis, C. C. (1989). From Indulgence to Internationalization. Journal of Japanese Studies, 15, 139-157.
https://doi.org/10.2307/132411
[43]  Lewis, C. C. (1995). Educating Hearts and Minds. Cambridge: Cambridge University Press.
[44]  McVeigh, B. J. (2002). Japanese Higher Education as Myth. Armonk, NY: M.E. Sharpe.
[45]  Nakane, C. (1964). Nihontekishakaikozo no hakken. ChūoKoron, 5, 48-85.
[46]  Nakane, C. (1984). Japanese Society. Tokyo: Tuttle.
[47]  Nakano, H. (1999). Anotokinohitokoto. Tokyo: IchikoDosokai.
[48]  Nemoto, Y. (1999). The Japanese Education System. Parkland, FL: Universal Publishers.
[49]  Nisbett, R. E. (2003). The Geography of Thought. New York: Free Press.
[50]  Noori, N. (2017). Academic Freedom and the Liberal Arts in the Middle East: Can the US Model Be Replicated? In P. Marber, & D. Araya (Eds.), The Evolution of Liberal Arts in the Global Age (pp. 141-149). New York: Routledge.
https://doi.org/10.4324/9781315645216-11
[51]  Nussbaum, M. C. (2010). A Classical Defense of Reform in Liberal Education. In B. A. Kimball (Ed.), The Liberal Arts Tradition (pp. 471-480). Lanham, MD: University Press of America.
[52]  Nussbaum, S. P. (2015). Study Abroad in Asia. In S. W. Barnett, & V. J. Symons (Eds.), Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education (pp. 76-97). London: Routledge.
[53]  Odaka, K. (1981). Sangyoshakaigakukogi. Tokyo: Iwanami Shoten.
[54]  Pascarella, E. T., Wolniak, G. C., Seifert, T. A. D., Cruce, T. M., & Blaich, C. F. (2005). Liberal Arts Colleges and Liberal Arts Education. ASHE Higher Education Report, 31, 7-146.
[55]  Peak, L. (1989). Learning to Become Part of the Group. Journal of Japanese Studies, 15, 93-123.
https://doi.org/10.2307/132409
[56]  Pring, R. (1993). Liberal Education and Vocational Preparation. In R. Barrow, & P. White (Eds.), Beyond Liberal Education (pp. 49-79). London: Routledge.
[57]  Roche, M. W. (2010). Why Choose the Liberal Arts? Notre Dame: University of Notre Dame Press.
[58]  Roden, D. (1980). Schooldays in Imperial Japan: A Study in the Culture of a Student Elite. Berkeley, CA: University of California Press.
[59]  Rohlen, T. P. (1989). Order in Japanese Society. Journal of Japanese Studies, 15, 5-40.
https://doi.org/10.2307/132406
[60]  Sakuma, M. (2015). Reviving, Modifying, and Inventing: Liberal Arts Education in Japan’s Lost Decades. Williamstown: Williams College.
[61]  Sheridan, D. A. (1998). Modern and Postmodern Challenges to Liberal Education. In D. Glyer, & D. L. Weeks (Eds.), The Liberal Arts in Higher Education (pp. 25-45). Lanham, MD: University Press of America.
[62]  Stanley, P. W. (2000). At Home in Our World: The Place of International Studies in Liberal Arts Colleges. In S. Koblik, & S. R. Graubard (Eds.), Distinctively American: The Residential Liberal Arts College (pp. 273-291). New Brunswick: Transaction Publishers.
[63]  Takeuchi, Y. (1999). Gakurekikizoku no eiko to zasetsu. Nihon no kindai (Vol. 12). Tokyo: ChūoKoronsha.
[64]  Tan, C. (2017). Thinking Critically about Liberal Arts Education: Yale-NUS College in Singapore. In P. Marber, & D. Araya (Eds.), The Evolution of Liberal Arts in the Global Age (pp. 127-140). New York: Routledge.
https://doi.org/10.4324/9781315645216-10
[65]  Taylor, H. (2010). Individualism and the Liberal Tradition. In B. A. Kimball (Ed.), The Liberal Arts Tradition (pp. 433-436). Lanham, MD: University Press of America.
[66]  Terrell, R. (2009). The Liberal Arts in the Twenty-First Century. New York: iUniverse.
[67]  Trainor, J. C. (1983). Educational Reform in Occupied Japan: Trainor’s Memoir. Tokyo: Meiji University Press.
[68]  Tristam, H. (1952). The Idea of a Liberal Education: A Selection from the Works of Newman. London: George G. Harrap.
[69]  Trompenaars, F., & Hampden-Turner, C. (1998). Riding the Waves of Culture: Understanding Cultural Diversity in Global Business (2nd ed.). New York: McGraw-Hill.
[70]  Tsuchimochi, G. H. (2006). Sengonihon no kotokyoikukaikakuseisaku. Tokyo: Tamagawa Daigaku Shuppanbu.
[71]  Tsuneyoshi, R. (1994). Small Groups in Japanese Elementary School Classrooms. Comparative Education, 30, 115-129.
https://doi.org/10.1080/0305006940300204
[72]  Tsuneyoshi, R. (2001). The Japanese Model of Schooling. New York: Routledge Falmer.
[73]  Watsuji, T. (1944). Nihon no shindo. Tokyo: Chikuma Shobo.
[74]  Yamashita, S. H. (2015). Asian Studies at American Private Colleges, 1808-1990. In S. W. Barnett, & V. J. Symons (Eds.), Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education (pp. 23-51). London: Routledge.
[75]  Yoder, R. S. (2004). Youth Deviance in Japan. Melbourne: Trans Pacific Press.
[76]  Yoneyama, S. (1999). The Japanese High School: Silence and Resistance. London: Routledge.
[77]  Yoshida, A. (2013). Daigaku to kyoyokyoiku. Tokyo: Iwanami Shoten.

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133