ABSTRACT
Information about Japan is now readily available in the United States. Regarding Japanese society, certain images abound: homogeneous, group oriented, conforming, polite, quiet, and hardworking. Neutral or negative images about the educational system include nationally controlled curriculum, centralized school system, rigid or highly structured, rote learners, lack of individual expression, noncreative, examination hell, bullying, kyoiku mama (education “mom”), and juku (cram school). On the more positive side, others glowingly praise Japanese creativity, enthusiasm, discipline, persistence, diligence, and high achievement. But behind all of the criticisms or praise is an implicit assumption that the Japanese educational system, represented by its schools, has in large part contributed to Japan’s postwar prosperity. Yet without examining that indispensable and substantial intermediary between policy, structure, mandated curriculum, and the supposed outcomes, any assumed links are circumstantial at best.
