Comparison between the North American and Japanese education systems The comparison between the Japanese and North American education systems is often used. The Japanese system, along with other Asian cultures, places importance on the group and the interdependence of its members (Cole & Cole, 2001, p. 541). The North American model, in contrast, focuses on the ideals of individuality and independence (Cole & Cole, 2001, p.541). This contrast is due to a conflicting cultural/social structure and worldview. The Japanese consider the development of the self as a dual aspect: the inner self and the social or public self (Hoffman, 2000, p.307). Within the Japanese education system, the teacher's goal is to develop and cultivate both levels. In opposition to this concept can be found the North American style, which does not distinguish the two, but instead emphasizes the importance of the one true self (Hoffman, 2000, p.307). It is interesting to compare my personal experiences as an educator in both Japan and Canada. Both educational systems aim at the same result: the development of the child towards his future role in adult society. However, the difference can be seen in the differences in the educator's desire for the development of children and their role in adult society. The Japanese education system emphasizes the importance of the group (Hoffman, 2000, 301). The national cultural image reflects the emphasis on group interconnectedness (Hoffman, 2000, p.301). In the daily life of a classroom, group activities are encouraged. Japanese students spend less time sitting and more time participating in group or small group activities (Hoffman, 2000, p.302). As a teacher in elementary schools in Japan, I regularly prepared interactive group or whole-class activities. As children learn, attention is given to their development in terms of collective effort as a class (Hoffman, 2000, p.302). In Japan, the most important task of children's education is considered to be their socialization into group life (Hoffman, 2000, p.302). In the central years of childhood there is a strong increase in formalizations and rituals in schools. Every part of life is a routine. The school code of dress, attitude and daily routine is all geared towards encouraging proper form (Hoffman, 2000, p.305). The role of the teacher is not authoritative...... middle of paper ......The culture as a whole reflects the need to be a member of a group. There are many cultural, sporting and social groups of adults. Within groups, Japanese adults are some of the most unique people, but without them, you wonder where their identity lies: what the group is, or what they are as people. Both of these education systems reflect culture. The Japanese education system aims to socialize children to rely on groups and emphasizes the importance of relationships within those groups. In contrast, the North American education system aims to socialize children to be independent and individualistic. Each system aims to socialize their children in a way that they believe is important to the culture in which they live. Japanese culture depends heavily on the concept of group, while North American culture emphasizes the concept of independence. References: Cole, Michael and Sheila R. Cole, (2001) The Development of Children. (4th ed.). NewYork, New York: Worth Publishers.Hoffman D, (2000). Individualism and individuality in American and Japanese early education: A review and critique. American Journal of Education 108 (Aug.,2000): 300-317.