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ShawnFettyFirstPaper 12 - 16 May 2010 - Main.ShawnFetty
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What It Means | |
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< | The Japanese education system cannot be imported to America. It works in Japan because of the underlying culture and the infrastructure of Japanese cities. Further, we should be mindful that the Japanese system is not without its own victims. Yet, the boy from my story is not one of them. True, he often got bored in class, but when I asked him what he wanted to do after middle school, he was very excited to tell me about enrolling in an agricultural high school; he wanted to learn to be a farmer. He wasn’t at all alienated from his peers, and he had the distinct honor of being the very best pitcher on the baseball team. | >
> | The Japanese education system cannot be imported to America. It works in Japan because of the underlying culture and the infrastructure of Japanese cities. Further, we should be mindful that the Japanese system is not without its own victims. The boy from my story, however, is not one of them. True, he often got bored in class, but when I asked him what he wanted to do after middle school, he was very excited to tell me about enrolling in an agricultural high school; he wanted to learn to be a farmer. He wasn’t at all alienated from his peers, and he had the distinct honor of being the very best pitcher on the baseball team. | | | We can look at Japan to get perspective on what’s happening with our own children. Tracking is often justified in America on the grounds that it improves academic achievement. This is intuitively attractive: in a society that puts great emphasis on improvement through competition, it seems natural that children, too, when exposed to increased pressure from their peers, will study harder—learn better. But even if that’s true, is it worth the social costs? We’re proud that all men here are born equal, but as early as elementary school, the system is letting them know that they’re not. We should give more consideration to this social harm. |
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