Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This ar...Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession.The article discusses how Japan can meet its goal of ensuring“expertise in the teaching profession”by referring to the relationship between“professionalism”and“publicness”in the theories of occupational sociology.Findings:Expertise in the teaching profession is based on a mixture of academic and practical knowledge.The term“educational professionals”should be interpreted to include both“researchers”and“practitioners.”A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers,practitioners,citizens,and government administrators.Originality/Value:This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession.展开更多
This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and chara...This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.展开更多
This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and chara...This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.展开更多
Purpose:Amidst ongoing attempts to think beyondWestern frameworks for education,there is a tendency to overlook Japan,perhaps because it appears highly modern.This is striking given that some prominent strands of Japa...Purpose:Amidst ongoing attempts to think beyondWestern frameworks for education,there is a tendency to overlook Japan,perhaps because it appears highly modern.This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought.It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes—both cognitive and noncognitive—found anywhere in the world and inculcate a worldview that is distinct.Design/Approach/Methods:Herein,we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas,then turn to sketch resonances with and responses to other projects outlined in this Special Issue.Our approach is elucidation through relational comparison.Findings:Through this process,we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why—at the empirical level—the outlook of Japanese students,and perhaps other East Asian students,diverge markedly from their Western peers.Yet we also find that an attempt,such as ours,to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts,even among otherwise sympathetic scholars.Originality/Value:In directly responding to these doubts,one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism:Even if divergent thought can be imagined and different cultural narratives explored,dominant readings of empirical“realities”continue to be entrapped in the logic laid by Western liberalism.展开更多
基金The author(s)disclosed receipt of the following financial support for the research,authorship,and/or publication of this article:This work was supported by JSPS KAKENHI under grant number JP15K13172.
文摘Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession.The article discusses how Japan can meet its goal of ensuring“expertise in the teaching profession”by referring to the relationship between“professionalism”and“publicness”in the theories of occupational sociology.Findings:Expertise in the teaching profession is based on a mixture of academic and practical knowledge.The term“educational professionals”should be interpreted to include both“researchers”and“practitioners.”A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers,practitioners,citizens,and government administrators.Originality/Value:This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession.
文摘This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.
文摘This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.
文摘Purpose:Amidst ongoing attempts to think beyondWestern frameworks for education,there is a tendency to overlook Japan,perhaps because it appears highly modern.This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought.It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes—both cognitive and noncognitive—found anywhere in the world and inculcate a worldview that is distinct.Design/Approach/Methods:Herein,we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas,then turn to sketch resonances with and responses to other projects outlined in this Special Issue.Our approach is elucidation through relational comparison.Findings:Through this process,we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why—at the empirical level—the outlook of Japanese students,and perhaps other East Asian students,diverge markedly from their Western peers.Yet we also find that an attempt,such as ours,to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts,even among otherwise sympathetic scholars.Originality/Value:In directly responding to these doubts,one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism:Even if divergent thought can be imagined and different cultural narratives explored,dominant readings of empirical“realities”continue to be entrapped in the logic laid by Western liberalism.
