Saturday June 26, 2004

Tanabe – Shirahama

Ceramics is an art form in Japan. Steeped with ceremonial tradition it has an importance here. I visited the studio of Kaoru Mizumoto where I was taught the technique for making a Japanese teacup on a potter’s wheel. Like calligraphy it is a part of the culture not just a craft. Dr. Jones spoke of knowing your student in order to bring them together with the knowledge. I can’t help but think that the traditions associated with the culture is what holds it together in a place that is ready to burst with change. I also fear that the glue is becoming watered down by time. In biology we talk about how more diverse populations deal better with environmental change and are, therefore, less likely to become extinct. Again, education is the tool that can gently reformulate the glue to conserve what is good about this culture in order to preserve it.

Sunday June 27, 2004

Tanabe – Gobo – Osaka

Osaka is the second largest city in Japan, a stark contrast to the small town feel of Tanabe. The Osaka Aquarium is modern and well designed, also a stark contrast to the Osaka Castle. I continue to ponder the cleft and the resolution that will prevent the long-preserved bridge from failing.

I had a wonderful conversation with my partner about his view of the difference between Japanese and American education. “What does America have that could help Japan?” Japan is very limited by space. The homes are close together and small. Everything is compact. Like the narrow roads, the students’ thinking is narrow and small. “In America everything is big. The students think big. They have big dreams and goals.” Wow, what insight! The goal becomes clearer, to make students think big, yet in perspective. It can not become about materialism or turning away from the past traditions and culture. It is about expanding not replacing. It is about thinking about potential not about property.

It will require a commitment to positive change. It will require educating the public as well.

Monday June 28, 2004

Tanabe

Planning for collaborative projects has given me some insight as to the depth of the challenge. I find the teachers unable to commit student class time to “project learning.” It seems to me that for the identified goals set forth by The Ministry of Education, Culture, Sports, Science & Technology (MEXT) there should be some flexibility from the top. I have some understanding of curriculum “standardization” having worked in the International Baccalaureate Program for many years. I believe that it is a great system of learning that demands and monitors a high standard, but creativity and project learning are mandated as well. The best part of the required Group IV (experimental sciences) Project is that it is almost totally undefined.

So, the next project will be limited to a club, follow preexisting guidelines set by a Ministry of Education publication, and perhaps fall short of the potential for learning.

Tuesday June 29, 2004

Tanabe – Wakayama City

The trip to Wakayama City was a two hour opportunity to engage my partner in discussions of educational philosophy. It served as reality check to help to validate my impressions. We have similar ideas of the need for creative latitude in teaching. I felt very confined while trying to plan yesterday and frustrated for the Japanese teachers by the perceived restraints. I expressed my idea of a “Water Week” Program as part of an elementary school plan. I envision the students reading about frogs or river creatures, writing stories about helping them, doing math about them, and learning about rivers in history and in geography. Perhaps the week will end with a display of their works and research reports, a show with songs and skits about water, shaved ice and a “slicky slide” with a recycling pump. It needs to be an educational unit with a culminating event. Research out of context is not going to have the same learning value.

I was perhaps a little bold when I met with the prefecture education officials. I am told that things are complicated in Japan and I’m sure that they are. Parents must be content. At the less official meeting I told him that we are negligent as educators if we don’t teach the importance of education to the youngest child…and then perhaps in fifteen years we will have the parents support. I think that he understood, if not my position at least my passion.

The Vice Governor was kind and he is definitely an advocate for environmental education. He gave me a beautiful ball as a gift to add to my collection. The meeting with the President of Wakayama went equally well. I told him of the help that Kyoto University had given for the NaGISA Project and that it is important to reach back to mentor. They are partnered with University of West Florida and want me to contact them for a collaborative river project.

The Museum of Modern Art had a display of Odo that was touching. His love for Japan was obvious in his work. Dinner overlooked the Wakayama Castle that we had explored between meetings earlier. Politics and castles they are both ancient and new. Only the art is truly timeless.

Wednesday June 30, 2004

Wakayama City – Koyasan –Tanabe

Being the honored guest of a World Heritage Town is humbling. I was chauffeured, fed and pampered the entire day. The limited edition book of Koyasan is an incredible gift for anyone, let alone a foreign teacher. It will take more thought sorting to report on today. There is curiosity to understand me; perhaps this is a foundation of a cultural bridge.

I am gaining some insight as to the link of religious beliefs and education. The commitment to environmental education is spiritual to many. The commitment to equality in education also seems linked but not as strongly. I think that the interpretation of equal can be rethought. According to Kyoko Jones the Japanese have undergone major paradigm shifts in education for as many years as this ancient place has existed. I’m sure that the changes necessary for great educational advancement will be accepted just as women have been accepted at Koyasan.

Thursday July 1, 2004

Tanabe

The snow fell in giant flakes, a welcome distraction from the cold and humiliation. My mind was taken back to this vivid memory as I watched the timid girls uncover their uniform swimsuits, similar to what our wrestler’s wear, in preparation for swim class. The translator was equally embarrassed for them. First period, first semester, first year in high school…the only saving grace was that the boys were equally embarrassed and so didn’t look at us for fear we would look at them. About half of the girls sat by the pool side, filling out reports on why they weren’t dressed to participate. I wondered how many wrote, “The American teacher was there with a camera!” I only took one, I related too strongly to want to cause anymore discomfort. After PE I visited an art class. The students were practicing a technique to copy famous works utilizing a square by square technique. The walls were adorned with beautiful reproductions. It was so hot that we had to leave. The temperature reached the critical point of over 30 degrees with high humidity, so the air was on in the teacher’s room when we returned. There is not much that can be done with reducing humiliation in swim class of pubescent girls, however, the learning environment is important to manipulate. I asked about whether or not there is a teacher’s store in Tanabe; the walls of the art room are the only ones with any stimulus media. I guess there isn’t one and subject specific media is difficult with roving teachers. Perhaps at least ceiling fans could be added to improve the learning environment.