Junior high school in Japan in Bruce S. Feiler's Learning to Bow

Feiler notes that on that point is a act debate raging in japan over the interlocking between Western values and Japanese tradition and heritage: "The chief battleground in this debate lies in humanity school classrooms and in the minds of the next generation" (13). In my take experience, the battle in young naughty was between what was occurrent inside the schools and what was happening outside the schools in clubhouse at large. I always had the timbering that the school was trying to shanghai in me older, more traditional and conservative attitudes, while fiat at large (peers, TV, movies, sports) was much more liberal and single-oriented. lower-ranking high school entangle separate from the "regular" ball outside, in competition with it for my mind and loyalty. I did not feel that subaltern high was trying to teach me how to think as much as trying to teach me what to think. I felt more like a prisoner of war than an individual human universe deserving of respect and nurturing. I was being "prepared" and "trained" to be a part of the machinery of society and the economic system, not to live up to my highest creative emf but instead to "fit in" with society.

Feiler writes of Japanese lowly high school in

a way which closely reflects my own experience with American junior high school:

While the means whitethorn be debated, the primary goal of Japanese schools remains basically unchanged: to produce good citizens, those who are committed to intellection beyond themselves and to advancing the needs of the country. . . . By the time students suck finished ninth grade, . . . most understand the sacrifices they must accomplish to fit into society and are willing and able to sort out them. Most of these students will enter the system and become, in time, other(a) well-qualified cogs, "Made in Japan" (13).

The walls of the ninth graders . . . were decked with

in that respect are obvious differences on the surface between American and Japanese junior high schools.

For example, in my junior high the walls of the classrooms were full of student work, bulletins, school announcements, prints of artwork the teacher had hung, etcetera In Japan, the opposite holds true: "Inside Sano Junior High, students could pass few distractions to divert them from study. Rooms were spartan; halls were kept indolent; walls were painted a nondescript beige" (39). The only signs on the walls in Japan are related to official headache and discipline. The point that student work decorated the walls in my junior high did not mean that students were being encouraged to be independent creators. To the contrary, it was a subtle means of encouraging students to some(prenominal) compete and fit in, to make things which stood out in sex act to others's work, but which did not stand out because of its special creative vision. The message, subtle as it was, said: Compete, play by the rules, be appreciated and rewarded, fit in with others, and especially, please authority (i.e., the teacher). The fact that walls are barren of student work in Japan and full in America does not mean there is any difference in the underlying purpose of junior high school. That purpose was and is to produce obedient citizens who will dismount jobs and live within the law
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