Disclaimer: The blog is a class project for the course "Visual Anthropology" and the blog is for educational purposes only. All photos posted are taken by the blog author. If any problem with the posting of a particular photo is brought to attention, I will review the problem and remove the photo.

Thursday, May 17, 2012

To summarize a stay

During the 1960’s Anthropologist Kalervo Oberg used the term “Culture shock” first and foremost to describe how human beings can react to unfamiliar places. Oberg was within that context writing about an individual experiencing a new culture in a between a culture experience.  According to the professor Stephen Bouchner, who has specialized himself within that field, differences in core values can be a major source of culture shock. Looking back on my experience of Japan it is hard not to put cultural differences in core values as one of the most influential factors of this journey.
On the surface one can easily describe Japan as a modern, polite, organized and clean country with a low crime rate. This is still true as I am about to leave. But the layers and complexities that make this happen did at some point appear during my stay in this country. Bruce W. Davidson writes about two interesting terms called tatemae and honne which refer to a…
“…distinction between one's outward public face and one's true intentions or hidden thoughts. It is often considered more tactful or practical to conceal more than one reveals in words.”



These terms are not just valid when considering the politeness. They are crucial. One could argue that a public face that hides true intentions or hidden thoughts are to some extant a reaction to fear of social punishment. And by that logic follows that if you don’t have the choice to not help, then by default the polite act turns in to something else. This is not neccessarily unique for Japan, one could probably argue that the western sociologist Erwin Goffmans theory of “Front stage” / Backstage” is similar to the phenomenon. But I would still argue that there is a more common trait among citizens within western societies to say no and be more straight forward about it. In Japan the sense of will is by no means any different but how it is conducted that differs.  

Either way Japan is often referred to as a country with collectivistic attitudes or described as a consensus society and relies on what some define as giri – described as the obligations you have to others. I can definitely agree with Japan as a consensus society. This is where the importance of harmony within the Japanese society seems to tie down or suffocate individuals possibilities to act on their own ideas and that social pressure forces people to make decisions on standards set by their group. Consensus per se is not a bad thing, on the opposite, but when consensus in someways are shaped out of fear then it is hard to distinguish between actual consensus and oppression. Some of the Japanese people that I have had the opportunity to talk to about this topic say that one of the problems is also that you do not just represent yourself when you are living your life in a way that the collective disagrees with. You are to some extant representing your family and friends too.


To clarify: going back to my home country Sweden has not filled me with a dislike of Japan. But it has raised some question marks about the Japanese politeness and if people are acting on their believes. It is also how I have come to understand the "lies" that I have encountered from time to time and how they are used as a negotation method often referred to as a misunderstanding  on behalf of the person who becomes manipulated. I have also realized how views of gender differs in Japan in comparison to my home country.


Even though I have heard arguments about how the house wives in Japan has a higher status then the equivalents in Sweden, which is probably not untrue, the opportunitys for japanese women to pursuit a career seems to be far more difficult. Hopefully this is something that will change as a consequence of the low birthrates of Japan and the need for economies to grow,

Wednesday, May 16, 2012

Education in Japan

Bruce W. Davidson a professor at Hokusei Gakuen University shared in 1998 his opinion on the Japanese educational system:

Such a hierarchically-controlled, factual exam-oriented education system naturally produces uninquisitive, uncritical, and unreflective students. The Ministry is perhaps now reaping the harvest of its own policies in a generation of high school students who refuse to read anything but comic books.”

 To put this quote in to some context we should do a brief historical revisit to the aftermath of the Second World War.




In 1946, after the WW II, the occupying US government was trying to establish a democracy within Japan. Thus education is to considered a very important part of shaping and changing societies the US government invited the U.S. Education mission to assist the Japanese in shaping a educational structure that according to Mariko Onos paper “Critical perspectives on the current educational system in Japan and alternative education: Creating ethical and democratic society”(Ono: 2011) would help Japan in creating a more democratic nation. Ono writes:
The mission emphasized that school curriculum should foster individuals’ ability to think as democratic citizens, rather than emphasizing memorization and vertical system.”

One can wonder what happened to that idea. Even though the Japanese students that I have encountered in school definitely have their own, individual ideas on various topics, it would be dishonest to say that the Japanese educational system in general seems to be encouraging the students in developing their own individual ability to discuss and carry out their own perspectives on things. The explanation for this is according to Bruce W.
Davidson in “Critical thinking education faces the challenges of Japan” that the educational system is centralized where certain national tests based on memorization determines whether students will have the opportunity to advance to the next stage in their education. Davidson writes:

Everyone knows that the only important thing for advancement in society is to pass those tests, so time spent on other things is basically time wasted.”

I’ve had discussions with Japanese students who take naps during class because they have been up at night studying what they recorded on their recorder while sleeping. Not much participation going on there. And even if we toy with the idea that they are exceptions among the Japanese students at Kansai Gaidai University, all of the students that I’ve talked to similar dreams of going to a western university. Possibly one of the greatest gap they will encounter is the differences of how participation, discussions and opinions are valued in class.