soncho (respect for individuality) and kosei jushi (an emphasis on individuality), with the second two eventually being chosen as the first was criticised for being too inflexible and difficult to understand.
However, the overriding view was that ‘individualism’ was based on a broad idea of ‘liberalisation’ of the education system (and society), including the children, families and communities, which reinforce each other’s ‘individualism’.
This is clear from the remarks made by Minakami Tadashi, who said that the ‘schools have to change, to create a more varied curriculum, this is also what kosei jushi is about’ and that students had to be given more choice through the schools becoming more differentiated, so that ‘rather than choosing between different flavours of ice cream, be given the choice between ice cream and fruit’ (Roesgaard 1998:162).
Such moves to find an acceptable terminology had occurred before with Chukyoshin’s use of the terms koseika (individualisation) and tayoka (diversification), but its content remained as part of Rinkyoshin’s work in this area.
Individuality was to become the means to solve the problems of standardisation and supposed lack of creativity in the education system (Roesgaard 1998:164).
In the next stage of the evolution of the terms the key words expressing these ideologies became yutori (‘room to grow’) and ikiru-chikara (‘zest for living’) in Chukyoshin’s report in 1996.
Such moves to find an acceptable terminology had occurred before with Chukyoshin’s use of the terms koseika (individualisation) and tayoka (diversification), but its content remained as part of Rinkyoshin’s work in this area.
Individuality was to become the means to solve the problems of standardisation and supposed lack of creativity in the education system (Roesgaard 1998:164).
In the next stage of the evolution of the terms the key words expressing these ideologies became yutori (‘room to grow’) and ikiru-chikara (‘zest for living’) in Chukyoshin’s report in 1996. A key point is the continuing importance of private money – including for use at juku.
There are different types of juku, providing different types of service. Most are ‘supplementary’ juku (hoshu-juku), established by individuals, which ‘shadow’ the school curriculum by repeating past lessons and preparing students for future lessons. The type of juku that most people think of when they hear the word are the shingaku-juku that specialise in helping students advance to the next level of education by not only ‘shadowing’ the regular curriculum but also expanding on it. Comprehensive juku (sogo-juku) combine the aims of these two types of juku, but tend to concentrate on preparatory studies. Relief juku (kyusai-juku), which tend to suffer more financial problems than the others, offer help to students who struggle at regular schools because
代写留学生论文of social problems.
Private does not necessarily mean elite.
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