Japanese schooling is characterized by the integration of cognitive/subject and non-cognitive/non-subjects within its official curriculum (the integration of intellect, virtue, and the body). The former includes math, science, etc., and the latter includes activities such as school cleaning, serving school lunch in small groups, and sports events (undōkai). Foreign observers have often associated these hands-on, experiential, and collaborative activities with what is “Japanese.” However, the fact that such non-cognitive/non-subject learning follows a systematic logic, is part of the curriculum and is thus practiced nationwide, but that it is basically locally adjusted, is difficult to see from the outside, and has often been overlooked. Pandemics often reveal what is difficult to see in regular situations. The 2020 pandemic forced Japanese schools to close for several months from March, and to practice social distancing as schools reopened in June. This presentation examines the mechanisms of the holistic Japanese school framework, through focusing on what Japanese elementary schools have done as schools reopened, to preserve the framework while combatting the virus.
Tsuneyoshi Ryoko (Professor of Comparative Education at the Graduate School of Education, University of Tokyo)
Do you have a question you would like to ask the guest speaker? Please submit questions at least twenty-four hours in advance to Dr Natalia Doan (natalia.doan at wadham.ox.ac.uk) or during the webinar using the Q&A feature.
The Nissan Seminars will be live-streamed only, with no recorded version or slides shared after the event, so please be sure to register and attend the live seminar to avoid disappointment. Thank you for your interest in the Nissan Seminar series.
Professor Roger Goodman
Professor Takehiko Kariya
Dr Natalia Doan