Assignment代写：The negative effect of Japanese education on modernization

下面为大家整理一篇优秀的assignment代写范文- The negative effect of Japanese education on modernization，供大家参考学习，这篇论文讨论了日本教育对现代化的负效应。自明治维新以来，日本的教育一直以国体主义为指导思想，非常重视忠孝教育，这在一定程度上助长了军国主义，弱化了人的素质尤其是道德素质的培养；而且其教育制度盲目照搬外国模式，教育内容上大肆删除体现西方民主、平等思想的内容，重应用轻理论，强调模范忽视创新，这些对日本的现代化都具有极其消极的影响，是不宜忽视的方面。

Since the Meiji restoration, education of Japan has promoted militarism and weakened the cultivation of people's quality, especially the moral quality, by taking "national system" as the guiding ideology, daxing "loyalty" and "filial piety" education. Education system once blindly copied the foreign model, and the content of education largely deleted the western ideas of democracy and equality, emphasized the application of the theory rather than the theory, and emphasized the model ignoring innovation. In the practice of education, there is uniformity, rigidity, no attention paid to personality cultivation, obvious tendency of academic degree, inequality caused by education rights due to rich and poor, gender and other factors, which have a very negative impact on Japan's modernization and should not be ignored.

Japan's education is the pillar of its economic take-off, which is beyond reproach. However, things are always two-sided, and Japan's education has a negative impact on its social and economic development in many ways. On this question, this paper tries to set forth the negative effect of modernization from the perspective of Japanese education on the positive effect of Japanese modernization, and from the perspective of Japanese education on the guiding ideology, education system and education practice.

In the thought of education, Japan, guided by the principle of "national system" education, poisons the people to a great extent and weakens the cultivation of people's quality, especially the moral quality, which is a huge hidden danger to modernization, especially the modernization of individual citizens.

From Japan since the Meiji restoration, Japan is simulated in the education system reform for many times, but the education system is still in the very great degree is the product of westernization, affected by the west to the deep, so much so that in the education system could not form the real progress of independent system with Japanese national characteristics, but had the characteristics of archaeological travesty, blind accepting sex is very big. Especially after the second world war, the United States began to guide education policy in Japan, the United States policy of education in school education to cultivate people, entrusted to have good human nature on issues the inherent idea is very weak, but another thought was very prominent, namely knowledge, training is beneficial to the people of the society, and the person itself are beneficial to the society by doing things and interests. Famous educator and the truth is pointedly said: "the post-war Japan's prime minister and treating problems of university, in addition to the mentioned left to be vigilant and supervision for students, almost no other said, the Japanese government to adopt ambiguous attitude of looking forward to the development of the university and fiscal responsibility, also not to have a careful planning." This makes Japan's education system divorced from the national conditions, and thus produces many aspects that are not conducive to Japan's modernization. First of all, this education system does not pay attention to the teaching and research of theoretical science and cannot form its own theoretical science system as the foundation and source of high-tech development. According to the statistics of Japanese higher education, Japan is second only to the United States in manpower and financial investment in scientific research, but its investment focuses too much on applicability and ignores basic theoretical research, and its achievements are not remarkable. According to statistics published by the royal Swedish academy of sciences, the United States had the highest number of Nobel Prize winners from 1901 to 1994, with 192 scientists. Britain was second with 63; Germany was third with 61. France is fourth with 26 people. The following are Sweden, Switzerland, former Soviet union, Netherlands, Austria, Denmark, Italy and Canada. Japan came in 13th, with just six. "The quality and quantity of Japanese scientific research results is at a disadvantage among advanced countries," said professor yunai yamazaki of the university of tsukuba. The crux of the matter is self-evident.

Second, the Japanese education system cultivate talents knowledge structure is not completely, knowledge of applied science and technology and the lack of scientific theory knowledge, causing most of the Japanese people only in others' research achievements, making improvement, innovation and technology products turn pattern of articles, clear though, that many Japanese elite won't lay eggs, will only lay eggs, but once did not have the egg to supply, what are they to hatch? Imitation over creation is a common problem in Japan from primary school to university. If you look back, you can see that the problem is closely related to Japan's modern history. Since the Meiji restoration, Japan has always been eager to catch up with the big powers. Therefore, the utility of education is emphasized and the result of enthusiastic imitation is produced. It is a historic shift to turn our attention to creativity. The pragmatism on education in Japan makes universities too closely integrated with enterprises and academically too reflecting practicality, which will not only fail to stimulate creativity but also cause creativity to be exhausted. Mr Ibuka notes: "from education in Japan so far, it's only half done, and, as I've said many times, it's more important for humans not to talk about 'the remaining half of education' than the ongoing 'half'." "The remaining half of the education," Mr Ibuka refers to "spirit, morality and sentiment", which he refers to repeatedly in his book "spirit, morality and sentiment: Japanese who ignore the other half of education". The above points are bound to slow down Japan's progress in economic modernization, especially in political modernization.

The uniformity, rigidity, relative closeness of Japanese education practice, the lack of development personality, the serious tendency of academic degree, the undemocratic enjoyment of education rights are also obstacles in the process of modernization.

Japan is a "diploma society". Especially after the war, the enrollment rate of high school students reached 90%, and the enrollment rate of college students was as high as 39.2%. As a result, the concern of enterprises and government departments for academic qualifications has changed significantly in nature, that is, from the "vertical degree society" to the "horizontal degree society", resulting in the competition to pursue the top universities. In January 1970 the education mission to the United Nations organization for economic cooperation and development wrote in its review of Japan's education: "a person's life is determined by what he or she achieved one day at the age of 18. As a result, although hereditary aristocracy ceased to exist, it gave rise instead to a doctrine of education, which in general means that the degree of a person, whether high or low, depends on the degree of the school to which he eventually graduated. That makes education "elitist". In addition, the degree of socialism has also led to the decline of functions of education, as comparative education experts saddam hussein said: "the extreme degree as well as to the test results and degree of excessive expectations, the result is that leads to the basic values of education, education course function not neat, gain, only paying attention to education and the education content is relegated to the second." The doctrine of academic degree seriously disconnects academic degree with strength, and even deviates from it. Diplomatism seriously hampers the all-round development of human qualities. Even the teachers of Tokyo university pointed out that "our students are good at dealing with the problems they are given, but they do not have the spirit to break new ground. They have a good grasp of the general issues, but they do not have the spirit to go all out. "As the number of Tokyo university students who come from wealthy families grows, graduates who would otherwise be leaders have become increasingly detached from the masses and less able to understand their psychology," says takatoshi Nagasaki, a professor of literature at the university of Tokyo. The modernization and development of a country depends mainly on self-reliance, especially in the aspect of manpower, rather than blindly relying on foreign aid. It is true that talent and technology can be introduced with money, but it cannot buy modernization based on real nation. Can these "exam-oriented talents" in Japan better promote Japan's development and modernization?

Since the Meiji government, in a variety of fundamental law rules everyone has the right to education, such as the Meiji five years, the Meiji government promulgated the "schooling" clearly put forward "of the village all door, door all learning, regardless of which composed, four people is equal, everyone is learning" vision, but in practice is not the case. Students from upper class families always go from top private high schools or top public high schools to top universities. Students from middle class families always rise from second - and third-rate public high schools to medium - or non-elite ones, while students from lower class families can only start their careers from poor private high schools or from night classes. According to a November 1976 survey, "the average income of Tokyo parents is 5.17 million yen; About 70 per cent of parents are ministers, section chiefs or freelance workers in companies and government agencies, according to their careers. As Mr Kuzaki put it: "those from the upper classes can have a higher cycle, while those from the lower classes can have a negative cycle." Because of this, the academic society supported by the written examination, that is, as long as you work hard, anyone can get the opportunity to study, has become increasingly unreasonable. It is unfavorable to the discovery and cultivation of talents and unfavorable to the development of the country.

The inequality of education rights in Japanese education practice also includes the inequality of education rights for men and women. Taking higher education as an example, from an international perspective, higher education enrollment rate in Japan has reached a fairly high level, but at the university level, the proportion of female students is significantly lower than that of male students. According to the statistics in the early 1990s, "the number of men entering universities in the higher education age group has exceeded 33.4%, but the corresponding proportion in the female age group is only 15.2%. In 1996, the proportion of male and female students in Japanese universities, colleges and universities and short-term universities can also be seen. The more public schools and higher-level universities, the less female students there are. Moreover, in universities, male students mainly study science and engineering, and their humanistic self-restraint is poor. Female students mainly study humanities, home economics and medical care, science and technology awareness is not strong. Men have more opportunities to receive higher levels of education, but most of them learn things that are below the surface. They don't pay attention to thinking and criticizing traditional bad consciousness. They inherit the feudal, militaristic and macho remnants of Japanese society. Women are less likely to receive higher education, and learn more things for traditional Japanese women such as home economics. These are themselves caused by inequality between men and women, which is accelerating the gap between them. Japan this fact of the men and women the right to education inequality of depressing the improvement of the status of women and women's intelligence, it is not only a social and cultural issues, but also a political and economic problems, in a "half the sky" is too constrained, against its modernization are great, every aspect of Japan's loss is incalculable.

In conclusion, we should not exclude Japan education from playing a fundamental role in its modernization, but at the same time deepen the understanding of Japan education on the direct, indirect and potential adverse effects of modernization. "Modernization should be comprehensive, encompassing technical, economic, social, political, ideological, moral and other aspects of culture". Modernization includes not only material modernization but also spiritual modernization. Education in Japan has various negative effects in both material and spiritual modernization, hindering the process of modernization. We should learn these lessons in education reform.

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