According to Philosophy Basics, Philosophy has always been such a huge matter that

might remain difficult to break down into logical sections that are manageable.
Philosophy Basics perhaps resulted that the most basic all round splitting at the highest
level is the geographical means, that would be between Eastern Philosophy and
Western Philosophy with African Philosophy as arguably a possible third branch at the
level.

For the purpose of this assignment, we would be looking at Japan as the non western
philosophical viewpoint.

Philosophy of Education in Japan

According to Prof. Dr. Takeo Saito, the Japanese Constitution was firstly founded in
1946 while the Fundamental Law of Education was passed in 1947. The constitution of
Japan provides basic rights for the people to have equal educational rights as follows
(UNESCO-IBE, 2006);

· “All people shall have the right to receive an equal education

corresponding to their abilities, as provided for by law. The people shall be
obligated to have all boys and girls under their protection receive general
education as provided for by law. Such compulsory education shall be free.”
(Article 26) (UNESCO-IBE, 2006).

· The new Japan fundamental principle of education was made in the

perfection of personality as a human being, whereby Japan aimed at the
realization of education that would be responsible for establishing the right
human relation and also to generate a nation of culture (Saito, n.d).

· In contrast with the old education in Japan, the new education made
emphasis on these points; social training, efficiency in life practical and respect
for human beings (Saito, n.d).

The Basic Principles of philosophy as it applies to education in Japan

According to (Guzman, 2013), these were the principles of philosophy as regards to

education in Japan based on their history with the Philippines;

· To foster new culture base

· The realization of a new order and for friendly relations between the
Japanese.

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 · To endeavor to elevate the morals of the people by giving up over
emphasis to materialism.

· The promotion of vocational education

· To always inspire people with the spirit to love neighbor and one another

Criced (n.d.) further explains the principles as regards to new Japan.

· To promote an attitude to acquire vast knowledge and culture, by finding

the truth, adopt a sense of morality while also developing a healthy body.

· To develop the ability of individualism while respecting their values; learn

about their creativity; foster an autonomous and independent spirit; value labor
with emphasis on connections with career and practical life.

· To foster an attitude that values justice (individually and socially),

responsibility, equal rights between men and women, respect for one another as
well as cooperation, contributing actively for growth in building and developing
society.

· To nurture the attitude that respect life, care for nature, and to contribute to
the protection and preservation of the environment.

· To nurture an attitude to respect the culture and traditions as well as for

other countries, love the country and develop a desire to contribute to world
peace and the development of the international community.

Great thinkers or philosophers identified with the philosophical viewpoints of

Japan education

Plato

· Plato’s philosophy of education regards education as a means to achieve

justice both individually and socially (Lee, 2010).

· Plato believes that individual justice can be attained when every individual
develops their ability to the fullest and reaches their full potentials (Lee, 2010).

· And according to Plato, he believes as well that social justice can be

attained when all the social classes in the society are in a pleasant relationship
with each other (Lee, 2010).

· Plato further explains his beliefs that, it is possible and easy for people to
easily coexist in harmony if and when the society provides them equal

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 educational rights from an early stage to compete fairly with each other (Lee,
2010).

· Plato believes in accordance to Japan 's philosophical view points;

modern education in Japan has greatly contributed to the development of their
society economically (Lee, 2010).

Confucius

· Confucius was a teacher, writer and philosopher.

· Confucius developed a system that reflects both the personal and

governmental moralities through justice and positive relationships with others
(Tomar, 2019) which is in the same standpoint with the modern Japan
philosophical viewpoint.

· Confucius believed in the value of gaining ethical harmony through self-

cultivation (Tomar, 2019).

Kant

· Kant was regarded as the most important figure in modern philosophy, an

advocate for morality and a great thinker.

· Kant believed that humanity can attain mutual peace through international
cooperation (Tomar, 2019).

Foucault

· Foucault was a social theorist and a philosopher.

· Foucault was active in movements against racism, religious and sexual

inequality. He was known in the movement for social justice, human rights and
feminism (Tomar, 2019).

· Foucault believed that humans that are oppressed or minors are also
entitled to rights such as educational rights and have a duty to rise up against
abuses to protect their rights (Tomar, 2019).

Kaizen Philosophy

· Kaizen in Japan mean “continuous improvement”

· Kaizen philosophy believes in the idea that, you do not need to wait to
need to be broken to fix yourself but one should rather keep looking for
opportunities to improve one’s self; making things better with passing times
(Lynch, 2014).

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 · Kaizen philosophy further explains how continuous improvement should
reflect on the educational system by constantly striving to make things better,
reevaluate how things are done, looking into the outcome of what’s been
achieved and always taking steps to improve things incrementally (Lynch, 2014).

1. The status of Japan's educational system.

According to OECD, (2012), Japan has been close or at the top ranking on international
educational surveys. Japan’s education focuses on the deep commitment to children,
high-rate teaching, family support for the Japanese students and the belief that efforts
always lead to success.

Here are some of student’s high mean performance among 15-year-olds in PISA 2009.
In the table below shows that Japan’s performance in the 2009 PISA remains
impressive.

PISA 2000 PISA 2003 PISA 2006 PISA 2009

Mean Mean Mean Mean score

score score score

Reading 522 498 498 520

Mathematic 534 523 529

s

Science 531 539

Source: OECD (2010).

According to Education next, a countries educational system, important institutions and

policies has always been as a result of how the country’s society finances and manages
schools, how the society intervenes in the assess of the student’s performances, and

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 who is been made to make basic educational decisions such the curricula to use, what
teachers to hire, what books should be followed (Woessmann, 2001)

e.t.c

If any of this is being compromised, there is likely hood for that things go south,
for instance if a schools’ incentive is not right, teachers are likely to just use
whatever they are comfortable with which might affect the performance and
success of the students (Woessmann, 2001).

Below shows the international ranking in fig 1 of countries average mathematics

and science result of 7th/8th graders.

Fig 1

From fig 1 above, Japan ranks the 3rd highest. This is according to international
ranking.

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 Below shows the result of countries achievement based on the level of
spending’s as it affects the performances of students, see fig 2

Figure 2

Figure 2 shows that Japan is a high spending country when it comes to their
country’s education and this as positively affected the performance and
achievements of their students.

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 Basics of Philosophy: General. (n.d.). Retrieved from
https://www.philosophybasics.com/general.html

Prof. Dr. Takeo Saito. Philosophy of Education in Japan. Retrieved from

https://www.yumpu.com/en/document/read/32057715/philosophy-of-education-in-japan

International Bureau of Education. (2006). World Data on Education. Retrieved from

http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASIA_an
d_the_PACIFIC/Japan/Japan.pdf

Guzman de M. (2013). Basic Principles of the Japanese Education. Retrieved from

https://image.slidesharecdn.com/miaropedjap-130724051006-phpapp02/95/philippine-
educational-system-during-the-japanese-occupation-25-638.jpg?cb=1374642662

CRICED. (n.d). Educational System and Practice in Japan.

http://www.criced.tsukuba.ac.jp/keiei/kyozai_ppe_f2.html

Lee, Myungjoon. (2010). "Plato's philosophy of education: Its implication for current
education" https://epublications.marquette.edu/dissertations/AAI9517932/

Lynch, M (2014). The Japanese Philosophy of Kaizen. Retrieved from

https://www.huffpost.com/entry/the-japanese-philosophy-o_b_5940332

Tomar D, A. (2019). Major Philosophers & Their Big Ideas. Retrieved from
https://thebestschools.org/magazine/major-philosopher-ideas/

OECD, (2010). Lessons from Pisa for Japan. Retrieved from

http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpis
a/49802616.pdf

Woessmann, L. (2001). Why Students in Some Countries Do Better; the international

evidence on the importance of education policy. Retrieved from
https://www.educationnext.org/whystudentsinsomecountriesdobetter/

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