A Sociology of Japanese Youth by Goodman Roger Imoto Yuki Toivonen Tuukka

Author:Goodman, Roger, Imoto, Yuki, Toivonen, Tuukka
Language: eng
Format: epub
ISBN: 978-1-136-62427-8
Publisher: Taylor and Francis

Notes

1 This is not to justify even such ‘milder’ forms. I personally advocate more creative disciplinary measures. These can include, for example, the establishment of strict rules that are consistently adhered to, better and consistent use of effective communication, especially the use of praise to a greater extent than criticism, and when punishments are necessary, the limiting of freedoms that students would normally enjoy.

2 This chapter does not deal with corporal punishment in penal or familial domains.

3 The Iwakura Mission (Iwakura Shisatsudan), which was initiated in 1871 and led by Iwakura Tomomi, sent Japanese diplomats around the world to gather the information and knowledge needed to modernize after Japan’s long period of isolation.

4 Tanaka may have been directed to this law by Rutgers University (New Jersey) professor David Murray, who had been employed by the Japanese government as a ‘hired foreign teacher’ (oyatoi gaikokujin kyōshi) to help reform Japanese education.

5 In 2001, the Ministry of Education (MOE) was restructured and became the Ministry of Education, Culture, Sports, Science and Technology (MEXT; Monbukagakushō). However, this chapter uses the old abbreviation ‘MOE’ even when discussing developments in the 2000s for the sake of consistency.

6 Totsuka and the 15 coaches who worked under him all served prison sentences. Totsuka’s sentence was initially six years of ‘hard labour’ (chōeki), but he only served three (2003–6). For the ‘crime of confinement’, Kazenoko’s principal received a six-year sentence (later reduced to five years in consideration of his ailing health).

7 With these reforms, 30 per cent of the core curriculum was reduced in elementary and junior high schools and independently selected electives were introduced. Only physical education remained mandatory at the high school level – all other classes were optional. According to Nathan, the ‘emphasis [was] clear: selective learning, subjectivity, and above all, student autonomy’ (Nathan 2004: 33).

8 This MOJ Memorandum (tsūtatsu), published on December 22, 1948 and entitled ‘Chōkai no teido’ (Degrees of Discipline), stated that the term taibatsu connoted ‘discipline which inflicts physical pain and infringes on the body of a victim’ (shintai ni tai suru shingai, hiba-tsusha ni nikutaiteki kutsū o ataeru yō na chōkai) and also gave concrete examples of what taibatsu was: ‘Some kind of discipline which is physical and has the nature of physical discipline like hitting, kicking, in other words direct infringement against the body like tanza (sitting quietly), chokuritsu (making stand up straight), inokori (left somewhere), hirō (fatigue), and kūfuku (hunger)’ (quoted in Emori 1989: 256).

9 One section from the MOJ Memorandum that the ERC wanted to change read: ‘children who are lazy or disruptive cannot be sent outside the classroom’ (jugyō chū namaketa, sawaida to itte seito o kyōshitsu gai ni dasu koto wa yurusarenai).

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