Chapter 6: At the Heart of the Matter: The Rhetoric of the Core Curriculum
6.4 My Impressions of the Learning Environment in Today’s Context
are an additional component of my data. I have included these here to create a better-rounded image of the learning environment in today’s context.
6.4.1 East
I lived in rural eastern Japan in Furukawa City, Miyagi Prefecture from 2002-2004, and was surrounded by lush rice fields and a city of one million, mountains and concrete, the sea and highway systems, dilapidated buildings and high-speed trains, and numerous towns and villages brimming with infrastructure. Due to the geographic variety, a range of schools, from one-room school houses in remote mountainous areas and islands, to commerce to agricultural schools teaching vocational subjects, to “super” English schools focusing intensively on high-level English, can be found in urban and rural areas which cater to the needs of local students. As a foreign teacher of English, my role encompassed much more than teaching: I was a member of the teaching staff and together we sat under the supervision of the vice principal and head teacher; we interacted during school hours and after-hours parties; I was involved in day-to-day activities in the student’s lives, their sports teams, the planting of the rice crop, every school festival; I was an active member in my community and involved in volunteer groups to engage the locals in international friendship and
communication; I participated and I asked questions. I was very welcome, but not always understood.
The interior and exterior of Japanese schools are generally similar, regardless of kindergarten, primary, or secondary, or location. The structure is reminiscent of the old
terakoya schools and one can still see the element of the temple in some of them. They are
constructed as large, white boxes, often in three levels, with the front flanking a garden or small courtyard. The playing and practicing fields, gymnasium, and dojo for traditional sports are situated to the sides and back. A row of cherry trees will line the main drive and when the school year begins in April, they will welcome the children and teachers back in full bloom as a sign of renewal. The classrooms are smaller boxes with a chalkboard in the front. Some older, more traditional schools have a small elevated platform in the front to add height and importance to the teacher. Desks and chairs fill the classrooms, which are generally been filled with 30-40 students.31 In the older schools, there is no air conditioning in the summer to combat the heat and high humidity, and in the winter, large kerosene burning stoves are secured to the floor of each classroom to provide some heat. The hallways and toilets do not have heating and leaving the confines of the classrooms becomes a very unpleasant experience. Students have one classroom as their home room, as well as a home room teacher, and they shift classrooms for subjects that require special materials (i.e. science, music, art, etc.). All secondary school students (grades 6-12) are required to wear school uniforms.32 According to school rules, the individual is not allowed to stand out, but boys and girls are generally very creative in personalizing their looks with make-up, jewelry, accessories, and hairstyles. Kindergarten and primary school students often wear special hats, vests, or name tags identifying them as belonging to a certain school and class, but they are allowed to “be children” and wear everyday clothes until they reach the sixth grade. The teachers, who sit together in rows determined by the academic year they teach, are under the watchful eye of the kyotō sensei (Vice Principal) and the Head Teacher. Each day begins with a greeting and a meeting to brief the staff on the events of the day. Kōchō sensei (Principal) sits in an office near the main entrance of the school adjacent to the
31 The birthrate has decreased significantly and as a result, many elementary schools have consolidated
classrooms in grade levels. Instead of six classes in the second grade, there will be five, for example.
32 All schools which receive government support require students to wear uniforms. Some schools with special
tracks, such as “Super English”, music and performing arts, etc., elect not to wear uniforms and therefore receive less of a government subsidy. Private schools operate nearly the same as public schools, but they rely less on government support because they charge tuition and are therefore able to determine on their own whether students will wear uniforms.
administrative office. At the end of each day, the children and teachers take part in cleaning the school. The focus on learning over other activities depends upon the school; however, the overall atmosphere in a Japanese school is formal and strict, yet fun.
6.4.2 West
After two years, I re-located to Norway, and my role was reversed. In urban Oslo, I became a member of the student body. Out of personal interest, I began to speak with educators, primary and secondary school students, parents, and I also visited a local primary school. I am unable to describe the Norwegian learning environment to the same extent due to my limited experience33, which is also specific to Oslo and environs; however, a few details stand out. The exterior of the Norwegian school is not necessarily different than that of any other European or American school and many are large, brick structures. They have several stories, many windows, and the school grounds have a variety of play equipment ranging from traditional to modern climbing walls. The particular primary school I visited is situated approximately 25 kilometers north of Oslo in a rural setting near the forest, surrounded by fields, hills, and nature. The school itself consists of several buildings: one which housed the youngest students, as well as small rooms used for art, music, and extra-curricular activities; the main building; and a gymnasium. A banner with the school manifest, which had been drafted by the students themselves, hangs adjacent to the main entrance of the school. Six points are listed, including friendship, participation, and respect. The staff room was on the second floor, but was more of a social and dining area than a formal meeting room or office. The classrooms were set up much in the same way as in Japan, with desks and chairs, a blackboard in the front, and personalized walls filled with posters and projects.
I spent the first part of my visit with the youngest students, where we attempted to read a story in Norwegian, color some pictures, and had a fruit snack break. I visited a fifth grade class and spoke about my home and my experience living in Japan. The kids were attentive and enthusiastic. I also participated in the sixth grade English class who was working on a creative writing project. It was winter during the occasion of my visit, so following the lunch break, the children were taking advantage of the snow by strapping on their cross country
33 I would not classify the school I visited as a “typical” Norwegian school. I have learned from speaking
informally with Norwegian friends, parents, and educators that there is much diversity in the schools due to availability of resources, rural versus urban location, and make-up of the student population, among other factors.
skis to gå på tur (take an excursion). The younger children practiced going in a straight line, then down a small hill, while the older students were darting in and out of the forest. Skiing is one of the most common shared experiences among Norwegians and is part of the school curriculum. In order to ensure that all children can participate, the school collects old skis to have on hand for children who come from families who are not used to winter sport. It seemed to me that the students were very much in control of the atmosphere of the school and their learning environment; the teachers were there to guide them through the days.
6.5 Summary
Both Japan and Norway have implemented curricular reform with regard to the changes society has been faced with entering the 21st century. In Japan, motivating students to attend
school and participate more led to a curriculum focused on “cultivating the self”. Similar concepts are evident in the Norwegian curriculum and whole person development is the emphasis. The presentation of this data culminates in an analysis and discussion of the characteristics of moral values education in both curricula in the following chapter.