East meets west in Japanese doctoral education: Form, dependence, and the strange

Luise Prior McCarty, Yoshitsugu Hirata

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Against the background of current reforms in higher education, we analyze the traditional education of Japanese doctoral students in philosophy of education from Western and Japanese perspectives by focusing on learning as self-education, on being and learning with others, on the socialization into the profession, and on the study of the foreign subject. Imai's explication of the Japanese construction of the adult self as instrumental is compared to Gadamer's ideas on self-education and education with others. A significant element of doctoral education in Japan involves the learning of certain forms (kata) of professional conduct: belonging to a group, occupying a clear position in the social hierarchy, and developing a close mentoring relationship that fosters strong feelings of loyalty, harmony and respect. Furthermore, reciprocal dependence (amae) is analyzed and contrasted with the Western ideal of autonomy and maturity. Finally, the study of the foreign subject is considered in light of Gadamer's and Hegel's notion of making a home in the alien. Saito affirms a crosscultural reading of foreign philosophical texts, claiming that they destabilize the native culture and turn a teacher in philosophy of education into a translator and prophet of her own as well as the foreign culture.

Original languageEnglish
Pages (from-to)27-41
Number of pages15
JournalEthics and Education
Volume5
Issue number1
DOIs
Publication statusPublished - Mar 2010
Externally publishedYes

Fingerprint

education
Doctoral Education
Education
learning method
translator
maturity
mentoring
loyalty
socialization
learning
respect
autonomy
profession
Japan
reform
Philosophy of Education
teacher
Group
student
philosophy

Keywords

  • Japanese doctoral education
  • Philosophy of education

ASJC Scopus subject areas

  • Philosophy
  • Education

Cite this

East meets west in Japanese doctoral education : Form, dependence, and the strange. / McCarty, Luise Prior; Hirata, Yoshitsugu.

In: Ethics and Education, Vol. 5, No. 1, 03.2010, p. 27-41.

Research output: Contribution to journalArticle

@article{50b099cb46e14d3b929b3098c27a5505,
title = "East meets west in Japanese doctoral education: Form, dependence, and the strange",
abstract = "Against the background of current reforms in higher education, we analyze the traditional education of Japanese doctoral students in philosophy of education from Western and Japanese perspectives by focusing on learning as self-education, on being and learning with others, on the socialization into the profession, and on the study of the foreign subject. Imai's explication of the Japanese construction of the adult self as instrumental is compared to Gadamer's ideas on self-education and education with others. A significant element of doctoral education in Japan involves the learning of certain forms (kata) of professional conduct: belonging to a group, occupying a clear position in the social hierarchy, and developing a close mentoring relationship that fosters strong feelings of loyalty, harmony and respect. Furthermore, reciprocal dependence (amae) is analyzed and contrasted with the Western ideal of autonomy and maturity. Finally, the study of the foreign subject is considered in light of Gadamer's and Hegel's notion of making a home in the alien. Saito affirms a crosscultural reading of foreign philosophical texts, claiming that they destabilize the native culture and turn a teacher in philosophy of education into a translator and prophet of her own as well as the foreign culture.",
keywords = "Japanese doctoral education, Philosophy of education",
author = "McCarty, {Luise Prior} and Yoshitsugu Hirata",
year = "2010",
month = "3",
doi = "10.1080/17449641003590605",
language = "English",
volume = "5",
pages = "27--41",
journal = "Ethics and Education",
issn = "1744-9642",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - East meets west in Japanese doctoral education

T2 - Form, dependence, and the strange

AU - McCarty, Luise Prior

AU - Hirata, Yoshitsugu

PY - 2010/3

Y1 - 2010/3

N2 - Against the background of current reforms in higher education, we analyze the traditional education of Japanese doctoral students in philosophy of education from Western and Japanese perspectives by focusing on learning as self-education, on being and learning with others, on the socialization into the profession, and on the study of the foreign subject. Imai's explication of the Japanese construction of the adult self as instrumental is compared to Gadamer's ideas on self-education and education with others. A significant element of doctoral education in Japan involves the learning of certain forms (kata) of professional conduct: belonging to a group, occupying a clear position in the social hierarchy, and developing a close mentoring relationship that fosters strong feelings of loyalty, harmony and respect. Furthermore, reciprocal dependence (amae) is analyzed and contrasted with the Western ideal of autonomy and maturity. Finally, the study of the foreign subject is considered in light of Gadamer's and Hegel's notion of making a home in the alien. Saito affirms a crosscultural reading of foreign philosophical texts, claiming that they destabilize the native culture and turn a teacher in philosophy of education into a translator and prophet of her own as well as the foreign culture.

AB - Against the background of current reforms in higher education, we analyze the traditional education of Japanese doctoral students in philosophy of education from Western and Japanese perspectives by focusing on learning as self-education, on being and learning with others, on the socialization into the profession, and on the study of the foreign subject. Imai's explication of the Japanese construction of the adult self as instrumental is compared to Gadamer's ideas on self-education and education with others. A significant element of doctoral education in Japan involves the learning of certain forms (kata) of professional conduct: belonging to a group, occupying a clear position in the social hierarchy, and developing a close mentoring relationship that fosters strong feelings of loyalty, harmony and respect. Furthermore, reciprocal dependence (amae) is analyzed and contrasted with the Western ideal of autonomy and maturity. Finally, the study of the foreign subject is considered in light of Gadamer's and Hegel's notion of making a home in the alien. Saito affirms a crosscultural reading of foreign philosophical texts, claiming that they destabilize the native culture and turn a teacher in philosophy of education into a translator and prophet of her own as well as the foreign culture.

KW - Japanese doctoral education

KW - Philosophy of education

UR - http://www.scopus.com/inward/record.url?scp=79960621950&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79960621950&partnerID=8YFLogxK

U2 - 10.1080/17449641003590605

DO - 10.1080/17449641003590605

M3 - Article

AN - SCOPUS:79960621950

VL - 5

SP - 27

EP - 41

JO - Ethics and Education

JF - Ethics and Education

SN - 1744-9642

IS - 1

ER -