TS5-3: Shohei Watanabe from Akita Prefectural University
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Session Chair: Shun Okuhara Session Theme: Education and Support Session Number: 5 Paper No: 25 Session and Talk No: TS5-3 Type: Short Co-authors: Shohei Watanabe and Ryo Sugawara Title: Consideration of group approaches based on Japanese group principle
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TS5-3: Shohei Watanabe from Akita Prefectural University
- 1. Consideration of group approaches based on Japanese group principles Akita Prefectural University (@Japan) Shohei WATANABE Meisei University (@Japan) Ryo Sugawara
- 2. 1 INTRODUCTION “Japanese are cold-hearted” or “Japanese take impassive attitudes”, and “I have no idea what Japanese thinking”. It says Japanese are most incomprehensible people. Surely, Japanese are not logical sometime, change decision according to circumstances, and don’t say one’s opinions/feelings. Some people say “Japanese are collectivism”. Japanese doesn't follow absolute goodness and in fact follows the group to which one belongs.
- 3. What is the features of Japanese culture/society? Benedict (1946) says “Culture of shame”. Nakane (1967) says “Vertical society”. Doi (1971) says “too dependent structure”. Are Japanese feature collectivism or collective irresponsibility?
- 5. Takada (2008) (1) Japanese are lower mutual independence and higher mutual cooperativeness than European person. (2)Japanese mutual independence falls junior high school from elementary school, but rise after young adulthood. (3)Japanese mutual cooperativeness falls junior high school from elementary school upper grades, and maintain the high standard in adolescence, decrease in adulthood, and rise again in aged period
- 6. This Reserch Theme:“How can we make Japanese do self-assertion in the group?” In this study, the question is that facilitator can make aggressive communication with Japanese students in their group-works if considering to low mutual independence and high mutual cooperativeness or not.
- 7. 2 METHOD targets In “Introduction of Communication” class of A university, 74 students attendance(All is 1st grade) in 20XX..They did some group-works in classes with following consideration from facilitator. method (1) Consideration to low mutual independence Facilitator declared to do the practice to which each students assert himself and the practice to which student says to be different from other people. All students asserted himself each time. In each class, facilitator assumed that it was indispensable for 1 person to make a 1-minute-speech in the group of 3-4 people. (2) Consideration to high mutual cooperativeness Facilitator established the situation all the students have to do. A chairman and a publisher were changed in each class, and the last task was a personal announcement in front of the class.
- 8. 3 RESULT Almost all of students said positive comments like “ I think shyness is improved a little. I think it is because there was a person of a first meeting for a group.” “ I could think now it was fun to talk with a person of a first meeting. Because many group works were done.” “ I came to think I'll have the opinion a little more. Because an opinion couldn't be given so much when talking with everyone.” “ I came to do to hear tightly, not to assume that I'll speak. Because you told me by a middle report.” “ I came to speak after I thought by a head and gathered. Because it wasn't transmitted if it wasn't after it was gathered.”
- 9. 4 CONSIDERATION At least for young Japanese, it is need to consider to low mutual independence and high mutual cooperativeness. If facilitator considers to low mutual independence and high mutual cooperativeness, young Japanese can get success to group work and communication. They can communicate with another people easier. Therefore, we need to each way to match with the national characters. The features are different every country/culture. When I say conversely, we need to consider to low mutual independence and high mutual cooperativeness in young Japanese group-works. We have to adapt the theory and technique from foreign countries to make domestic(National) characters.
- 10. REFERENCES R. Benedict. “The Chrysanthemum and the Sword”. Mariner Books, Boston ,MA, 1946 C. Nakane. “Tate-syakai no ningen-kankei “, Kodansya, Tokyo, Japan, 1967 T. Doi, T, “Amae no Kouzou”, Koubundou, Tokyo, Japan, 1971 T. Takano “Shuudan-syugi toiu Sakkaku – Nihonjin-Ron no omoichigai to sono Yurai”, Shinyo-Sya, Tokyo, Japan, 2008. S. Hayashi, “Wa no bunka to sa no bunka saikou Shin-nihon-jijou-ron”, Research report in Yamaguchi University, 2014 S. Cho. “Nihon to Kankoku ni okeru jikosyuchou ni kansuru kenkyuu – Hiteiteki na hyougen wo chuushin ni shite”, . Master thesis in Kyushu University graduate school, 2004 T. Takada “Nihon bunka ni okeru sougo-dokuritussei sougo-kyoutchousei no hattatukatei – hikakubunnka-teki oudann-teki siryou ni yoru jissyou-teki kentou”, Japanese journal of educational psychology, 47(4), 1999.
Editor's Notes
- My name is Shohei WATANABE, Practical professor of Akita Prefectural University in JAPAN. My major is career counseling. And co-auther is Mr.Ryo Sugawara, Specially Appointed Professor of Meisei University. Today, I’ll say that even if quiet Japanese group, we can facilitate to their communication with technique/consideration. This is actual activity in a Japanese university.
- How do you think about Japanese? You know, Japanese doesn't say real feelings. Japanese Yes is no, Japanese No is yes. Japanese are cold-hearted” or “Japanese take impassive attitudes Certainly, Japanese young people don't talk in a class at school, because they don't want to make a mistake or they don't want to be disliked. Also Japanese businessmen don’t talk real feelings, because they don't want to be disliked and they need to decision making in belonging group.
- How did academic think about Japanese ? Benedict (1946) says “Culture of shame”. Most important thing in Japanese is not goodness but shame/pride. Nakane (1967) says “Vertical society”. Japanese makes the boss most important. Doi (1971) says “too dependent structure”. Japanese are dependent to each other. Are Japanese feature collectivism or collective irresponsibility?
- But actually, Japanese are not more colledtivism than U.S.people. Takano says by investigating comparative studies. And in another research, Japanese respects the harmony of the group (Hayashi, 2014), Japanese behaves more modestly than U.S. person, U.S. person behaves so that he may have confidence in front of the others more than Japanese. Japanese are not Collectivism(Sou, 2004), .
- And Takada says (1) Japanese are lower mutual independence and higher mutual cooperativeness than European person. (2)Japanese mutual independence falls junior high school from elementary school, but rise after young adulthood. (3)Japanese mutual cooperativeness falls junior high school from elementary school upper grades, and maintain the high standard in adolescence, decrease in adulthood, and rise again in aged period
- The theme of this research is this:“How can we make Japanese do self-assertion in the group?” facilitator can make aggressive communication with Japanese students in their group-works if considering to low mutual independence and high mutual cooperativeness or not.
- Targets are Japanese college students. They do gruop-work in the class, and facilitator consider to low mutual independence and high mutual cooperativeness. Targed and method is like this.
- In the result, if facilitator consider to low mutual independence and high mutual cooperativeness, young Japanese students communicate with another person easier. They said positive comments against group-work. Consideration to low mutual independence and high mutual cooperativeness is effective in young Japanese stundents. Their comments are like this.
- So, today what I want to say is “we need to each way to match with the national characters”. I am Practitioner and researcher, and I sometime study practice and theory in U.S. and so on, Some practice/theory is good/effective, but some is not. We have to adapt the theory and technique from foreign countries to make domestic(National) characters. Thank you for listening to my presentation.