ayea2317 - jiwa budaya jepun

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11

Jiwa dan Adat Budaya Orang JepunJiwa dan Adat Budaya Orang Jepun

(())



22

Empat MusimEmpat Musim

(())



33

Masyarakat Malaysia dikatakan adalahMasyarakat Malaysia dikatakan adalah

masyarakat majmuk? Kenapa?masyarakat majmuk? Kenapa?

Jepun masyarakatnya dikatakan adalahJepun masyarakatnya dikatakan adalah

masyarakat ³rice bowl´? Kenapa?masyarakat ³rice bowl´? Kenapa?

Apakah nilaiApakah nilai--nilai tradisi di Malaysia?nilai tradisi di Malaysia?

Apakah nilaiApakah nilai--nilai tradisi di Jepun?nilai tradisi di Jepun?



44

* Berteras Keluarga Har moni Kumpulan* Berteras Keluarga Har moni Kumpulan

*Berdaya saing Keperihatinan Kumpulan*Berdaya saing Keperihatinan Kumpulan

**Wa) Wa) (Kon) (Kon) (Yo)(Yo) (Sai) (Sai)

(Gabungan Semangat Jepun dengan Kebijaksanaan Barat) (Gabungan Semangat Jepun dengan Kebijaksanaan Barat)

* Kuasa magik dari Pendididkan* Kuasa magik dari Pendididkan

*Pendidikan di Jepun sebagai cer min kepada negara*Pendidikan di Jepun sebagai cer min kepada negara

kita.kita.



55

Har moni Kumpulan JepunHar moni Kumpulan Jepunlawanlawan

Individualisme BaratIndividualisme Barat



66

Beber er l erlBeber er l erl

ij bdij b

Apakah mak d I dividuali me diAmerika/Er pah?

Apakah ji a adat budaya Jepun?

Apakah kestabilan dan per ubahan-per ubahan dalam masyar akat Jepun?

Apakah sebab-sebab dan kesan-kesan dari

pemodenan dan kea jaiban ekonomi Jepun?

Apakah identiti-identiti kebangsaan Jepun?

Apakah identiti-identiti kebangsaan

Malaysia?



77

Komitment dan Individualisme di BaratKomitment dan Individualisme di Barat

Sikap Jiwa Biasa Bangsa BaratSikap Jiwa Biasa Bangsa Barat

Mementingkan IndividualismeMementingkan Individualisme Contoh: Impian Amerika (Contoh: Impian Amerika ( ))

Mengambil peluang untuk berjayasMengambil peluang untuk berjayas

Etika Protestant dan Semangat KapitalismeEtika Protestant dan Semangat Kapitalisme (Max Weber)(Max Weber)Protestant menyumbang kepada berkembangnya kapitalismeProtestant menyumbang kepada berkembangnya kapitalismedi dalam masyarakat Barat moden Kemungklinan, Mobiliti,di dalam masyarakat Barat moden Kemungklinan, Mobiliti,KepelbagaianKepelbagaian

Perluahan Individualisme (Perluahan Individualisme ())

Contoh: Kebebasan untuk BErucap (Keupayaan Berkomunikasi)Contoh: Kebebasan untuk BErucap (Keupayaan Berkomunikasi)Berdebat dengan buktiBerdebat dengan bukti--bukti sahih dalam masyarakat yangbukti sahih dalam masyarakat yangterbuka dan pluralistikterbuka dan pluralistik

kankaneeBekerjasamaBekerjasama

Kejayaan diterima dan diharapkan di dalam rangkakerjaKejayaan diterima dan diharapkan di dalam rangkakerjasumbangan kepada rakyat, komuniti dan masyarakat.sumbangan kepada rakyat, komuniti dan masyarakat.



88

Kekuatan dan Har moni KumpulanKekuatan dan Har moni Kumpulan

Sikap Jiwa Bangsa JepunSikap Jiwa Bangsa Jepun

11 Konsistensi)Konsistensi)

Etika Kerja berteras Keluarga dan Har moni KumpulanEtika Kerja berteras Keluarga dan Har moni Kumpulan

22 Wa Kon You SaiWa Kon You Sai Konsistensi)Konsistensi)

33

Rasmi (perkataan) dan Perasaan Sebenar Rasmi (perkataan) dan Perasaan Sebenar 44 Konsistensi)Konsistensi)

Pandangan tentang kehidupan yang sementara danPandangan tentang kehidupan yang sementara dankosongkosong

55 Konsistensi) Konsistensi)

Kewujudan bersama Buddhisme dan ShintoismeKewujudan bersama Buddhisme dan Shintoisme Kepahlawanan Jepun (Bushido) Kepahlawanan Jepun (Bushido) Konsistensi) Konsistensi)

Pasifisme JepunPasifisme JepunPerubahanPerubahan Hubungan Lelaki dan WanitaHubungan Lelaki dan WanitaPerubahanPerubahan Kaedah PengajaranKaedah Pengajaran (Perubahan)(Perubahan)



99

Kepahlawanan Jepun (Bushido) Kepahlawanan Jepun (Bushido)

Tujuh Moral AdabTujuh Moral Adab

, , (Consideration for enemies and the(Consideration for enemies and the

weak) weak)

Menghor matiMenghor mati

ee

Penghor matanPenghor matan Jujur Jujur



1010

Sumber Sumber BushidouBushidou dipengaruhi olehdipengaruhi oleh ZenZen dandan ShintoismeShintoisme..

Bushido menyediakan perasaan ketenanganBushido menyediakan perasaan ketenangankepercayaan kepada takdir ,Bushido furnishedkepercayaan kepada takdir ,Bushido furnisheda sense of calm trust in Fatea sense of calm trust in Fate, a quiet, a quietsubmission to the inevitable that stoicsubmission to the inevitable that stoic

composure in sight of danger or calamity, thatcomposure in sight of danger or calamity, thatdisdain of life and friendliness with death.disdain of life and friendliness with death.

Zen represents human effortZen represents human effort to reach throughto reach throughmeditation zones of thought beyond the rangemeditation zones of thought beyond the rangeof verbal expressions«of verbal expressions«

To be convinced of a principle that underliesTo be convinced of a principle that underliesall phenomena, and if it can, of the Absoluteall phenomena, and if it can, of the Absoluteitself , and thus to put oneself in har mony withitself , and thus to put oneself in har mony withthe Absolute.the Absolute. Inazou Nitobe (1899) from Inazou Nitobe (1899) from BushidoBushido



1111

The three important factors of national IdentitiesThe three important factors of national IdentitiesBritish Students of Leeds University, Yorkshire, UK (46) British Students of Leeds University, Yorkshire, UK (46)

1.1. English languageEnglish language (52.2%) (n=24)(52.2%) (n=24)

2.2. Cultural heritageCultural heritage (39.1%) (n=18)(39.1%) (n=18) 3.3. HistoryHistory (37.0%) (n=17) (37.0%) (n=17)

4.4. Liberal democracy (32.6%) (n=15)Liberal democracy (32.6%) (n=15) 5. Ethnic diversity (28.3%) (n=13)

Ger man Students of Bochum University, Ger many (46) Ger man Students of Bochum University, Ger many (46) 1.1. HistoryHistory (61.2%) (n=30)(61.2%) (n=30)

2.2. Liberal democracy (51.0%) (n=25)Liberal democracy (51.0%) (n=25) 3.3. Human rightsHuman rights (44.9%) (n=22)(44.9%) (n=22) 4.4. Ger man languageGer man language (40.8%) (n=20) (40.8%) (n=20) 5.5. Cultural heritageCultural heritage (30.6%) (n=15)(30.6%) (n=15)

American Students of University of Hawaii (30)American Students of University of Hawaii (30) 1 American English (80.0%)(n=16) 1 American English (80.0%)(n=16)

2 Cultural Heritage (55.0%)(n=11)2 Cultural Heritage (55.0%)(n=11) 3 History (30.0%)(n=6) 3 History (30.0%)(n=6)

4 Citizenship (30.0%)(n=6) 4 Citizenship (30.0%)(n=6) Japanese Students of Konan University in Kobe, Japan (216)Japanese Students of Konan University in Kobe, Japan (216)

1.1. Japanese LanguageJapanese Language (66.2%)(n=143(66.2%)(n=143

2.2. Human RightsHuman Rights (43.5%)(n=94)(43.5%)(n=94) 3.National Pride3.National Pride (31%)(n=31) (31%)(n=31) 4.4. Cultural HeritageCultural Heritage (37.0%)(n=80)(37.0%)(n=80) 5.5. HistoryHistory (27%)(n=27)(27%)(n=27)

Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40)Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40) 1.1. Thai LanguageThai Language (70%)(n=27) (70%)(n=27) 2.2. Cultural HeritageCultural Heritage (70%)(n=27)(70%)(n=27) 3. King (62.5%)(n=25)3. King (62.5%)(n=25)

4.4. HistoryHistory (22.5%)(n=9)(22.5%)(n=9)



1313

Survey on Japanese patriotism ?Survey on Japanese patriotism ? Are you pleased that you were born in Japan?Are you pleased that you were born in Japan?

Yes=94% Yes=94% NO= 3%NO= 3% Do you have a sense of patriotism?Do you have a sense of patriotism?

Very much 20%+ Yes 58%=(78%)Very much 20%+ Yes 58%=(78%) No=20%No=20%

What do you think of Japan¶s colonization inWhat do you think of Japan¶s colonization in

Asia during the Asia Pacific War?Asia during the Asia Pacific War?We should reflect ourselves very much. 32%We should reflect ourselves very much. 32%

We should reflect ourselves. 53%We should reflect ourselves. 53% (32+53=85%) (32+53=85%)

We do not have to reflect ourselves. 11%We do not have to reflect ourselves. 11%

What impressed us most is that among those who have aWhat impressed us most is that among those who have astrong patriotism, 39% of them feel they should reflectstrong patriotism, 39% of them feel they should reflectthemselves seriously regarding Japanese invasion andthemselves seriously regarding Japanese invasion andcolonialism during the War.colonialism during the War.

Asahi Newspaper issued January 25, Asahi Newspaper issued January 25,

20072007



1414

Group Har mony and Group ConsciousnessGroup Har mony and Group Consciousness

Japanese Habits of the HeartsJapanese Habits of the Hearts

The chairperson, or director try to listen to bothThe chairperson, or director try to listen to bothsides and do not give a clear sides and do not give a clear--cut decision to savecut decision to saveboth sides in the meeting.both sides in the meeting.

JapanJapan USAUSA

Their should not beTheir should not be neither winner nor loser neither winner nor loser ininthe meeting for the purpose of the meeting for the purpose of group har monygroup har mony andandgroup competitive and productive power group competitive and productive power in thein thelong run.long run.

Japanese people try toJapanese people try to keep face on all sideskeep face on all sidesand makeand make neutral adjustmentneutral adjustment that suits everyone.that suits everyone.

44 The Power of ReconciliationThe Power of Reconciliation

Integrating opposing ideas from cultural strengthIntegrating opposing ideas from cultural strength



1515

Human sensitivity to the nature and peopleHuman sensitivity to the nature and people

According toAccording to Motoori NorinagaMotoori Norinaga, the word, the word³³AwareAware´ is a combination of two´ is a combination of two

interjections, ³interjections, ³a´ a´ andand ³ ³ hare´ hare´ , each of , each of

which was uttered spontaneously whenwhich was uttered spontaneously whenone¶s heart was profoundly moved andone¶s heart was profoundly moved and

touched bytouched by the changes or transition of the changes or transition of

natural beautynatural beauty..A purified and exalted feeling, close toA purified and exalted feeling, close to

the inner most heart of man and naturethe inner most heart of man and nature



1616

³³M ono no Aw are´ M ono no Aw are´

A purified and exalted feeling, close toA purified and exalted feeling, close to

the inner most heart of man and naturethe inner most heart of man and nature

((Muj oukan )Muj oukan ) A view of life as something transientA view of life as something transientand empty. The idea that everything isand empty. The idea that everything is

uncertain, transient and mortal makesuncertain, transient and mortal makesus more sensitive to the wonder of lifeus more sensitive to the wonder of lifeand beauty of nature in each moment.and beauty of nature in each moment.



1717

Are we to look at cherry blossoms only in fullAre we to look at cherry blossoms only in full

bloom,the moon only when it is cloudless? To longbloom

,the moon only when it is cloudless? To longfor the moon while looking on the rain, to lower thefor the moon while looking on the rain, to lower the

blinds and be unaware of the passing of the springblinds and be unaware of the passing of the spring --

these are even more deeply moving.these are even more deeply moving.



1818

Pathos and MortalityPathos and Mortality



1919

(M ujo):(M ujo): Buddhist view of life:Buddhist view of life:

imper manence, transience, mutabilityimper manence, transience, mutability

This profound view of all living thingsThis profound view of all living thingsoriginally comes from the heart of thisoriginally comes from the heart of this

Buddhist ter m expressing the doctrine thatBuddhist ter m expressing the doctrine that

everything that is born must die and thateverything that is born must die and thatnothing remains unchanged and universal.nothing remains unchanged and universal.

The phrasesThe phrases shogyou mujoshogyou mujo (all the various(all the various

realms of being are transient) comes from realms of being are transient) comes from

the Law of Buddhism.the Law of Buddhism.

M ujoM ujo and Mono no Ahare have been a major and Mono no Ahare have been a major

theme in Japanese literature.theme in Japanese literature.



2020

BuddhismBuddhism

Purification and EnlightenmentPurification and Enlightenment

Worldly Passion and desiresWorldly Passion and desires lead humanlead humanbeings into delusion, suffering and anger.beings into delusion, suffering and anger.

The five ways to emancipate ourselves from The five ways to emancipate ourselves from

the bond of worldly passion and desires.the bond of worldly passion and desires.1. We can feel peace of mind only if our 1. We can feel peace of mind only if our mind can get rid of limitless worldly passionmind can get rid of limitless worldly passionand desires. The causes of delusion andand desires. The causes of delusion andsuffering are rooted in the mind¶s desiressuffering are rooted in the mind¶s desiresfor what we do not have and attachments tofor what we do not have and attachments topossessiveness and materialism.possessiveness and materialism.



2121

Donald Keene¶s ObservationsDonald Keene¶s Observations

of the Japanese View of Lifeof the Japanese View of Life

While European artists built palaces and statues madeWhile European artists built palaces and statues made

of marble for the purpose of eternity and immortality,of marble for the purpose of eternity and immortality,

Japanese people ga e up e erlasting or uni ersalJapanese people ga e up e erlasting or uni ersal

beauty and looked for beauty in mortality, transiencebeauty and looked for beauty in mortality, transienceand mutabilityand mutability..

7777

Keene: 1987)Keene: 1987)

(Lafcadio(Lafcadio

Hearn)Hearn)



2222

Ichiza KonryuIchiza KonryuIn order that a gathering beIn order that a gathering be pleasant andpleasant andcomfortablecomfortable in feeling to its conclusion, in feeling to its conclusion, one should behave toward the othersone should behave toward the otherswith wholehearted sincerity, as thoughwith wholehearted sincerity, as thoughthat gathering were to be the onlythat gathering were to be the onlyencounter encounter with them in one¶s entirewith them in one¶s entire

lifetimelifetime-- even with close acquaintanceseven with close acquaintancesone meets daily. (Murai 1992)one meets daily. (Murai 1992)

attitude towardsattitude towardscustomers and clients in Japanesecustomers and clients in Japanesebusiness.business.



2323

Ichigo IchieIchigo IchieThe most important element inThe most important element in TeaTeaceremonyceremony is the aesthetic of is the aesthetic of w abi w abi born out of born out of

the special relationship between thethe special relationship between the

practitioner and the utensils inpractitioner and the utensils in chanoy uchanoy u, and, andthe concept of the concept of ³one meeting in a lifetime´³one meeting in a lifetime´

which was concei ed as thewhich was concei ed as the idealideal

relationship between the participants in therelationship between the participants in the

tea gatheringtea gathering. In short, the gist of . In short, the gist of chanoy uchanoy u

exists in bothexists in both the form and the spirit.the form and the spirit.



2424

What areWhat are the secretsthe secrets of Japan¶sof Japan¶s

Modernization and economic miracle?Modernization and economic miracle?



2525

Most large cities in Japan were devastated byMost large cities in Japan were devastated by

the carpet bombing in 1945.the carpet bombing in 1945.



2626

Hiroshima: August 6, 1945, am. 7:31Hiroshima: August 6, 1945, am. 7:31



2727

Nagasaki:Nagasaki: August 9, 1945,11:02 a.mAugust 9, 1945,11:02 a.m..



2828



2929

Classroom under the sky inClassroom under the sky in

Hiroshima in 1945Hiroshima in 1945



3030

School Feeding ProgramsSchool Feeding Programs

and Music Festival at School after the war and Music Festival at School after the war



3131



3232

(wa)(wa)(kon)(kon)(yo)(yo)(sai)(sai)

This tradition has been influenced by theThis tradition has been influenced by the

idea of "idea of "" "Wakon Yousai" "Wakon Yousai""

ad ocated by Shozan Sakuma (1811ad ocated by Shozan Sakuma (1811--

1864) since the Meiji Restoration. The1864) since the Meiji Restoration. The

ideaidea "Wakon Yosai"Wakon Yosai" means :" means : JapaneseJapanese

spirit combined with Western learningspirit combined with Western learning..

The idea of learning WesternThe idea of learning Westernknowledge, technology, institution andknowledge, technology, institution and

systems without losing Japanesesystems without losing Japanese

cultural identity.cultural identity.



3333

The index of Human DevelopmentThe index of Human Development

U5MR U5MR (Under 5 Mortality Rate)(Under 5 Mortality Rate)

Japan: 3.3/1000Japan: 3.3/1000Sierra Leone: 146.9 /1000Sierra Leone: 146.9 /1000

Angola: 193.8 /1000Angola: 193.8 /1000((The US Department of Commerce 2003)The US Department of Commerce 2003)

HDIHDIHuman DevelopmentHuman Development Index:Index: Span of life, Income, EducationSpan of life, Income, Education

Span of lifeSpan of life:: Japan:Japan: Sierra LeoneSierra Leone HDIHDI CanadaCanadaFrench (French (NorwayNorway

JapanJapan

GDIGDI Gender Development IndexGender Development Index

Canada, Norway and Sweden are high.Canada, Norway and Sweden are high.GDMGDM How much can women participate in the process of How much can women participate in the process of

decisiondecision--making in politics and economy?) making in politics and economy?)



3434

U5MR Under 5 mortality Rate /1000U5MR Under 5 mortality Rate /1000

Medical Standard and peaceful LifeMedical Standard and peaceful Life

1 Mozambique1 Mozambique N=199.0 /1000 N=number of deathN=199.0 /1000 N=number of death

2 Angola2 Angola 193.8193.83 Sierra Leone 146.93 Sierra Leone 146.9

4 Afghanistan 142.54 Afghanistan 142.5

5 Liberia 132.25 Liberia 132.2

6 Niger 123.66 Niger 123.6

7 Somalia 120.3 7 Somalia 120.3 8 Mali 119.28 Mali 119.2

186 Norway 3.9186 Norway 3.9

187 Finland 3.7 187 Finland 3.7

190 Sweden 3.4190 Sweden 3.4

191 Japan191 Japan 3.3/3.3/10001000 (40 /1000 in 1960)(40 /1000 in 1960)The US Department of Commerce in 2003The US Department of Commerce in 2003



3535

Table 1: International Ranking of PISA Scores in 2003Table 1: International Ranking of PISA Scores in 2003

OECD PISA (2003 ) Knowl edg e and Skills for Lif e 2 OECD PISA (2003 ) Knowl edg e and Skills for Lif e 2

International Ranking of PISA Scores

Ranking

Reading Mathematical Scientific Problem Solving

Literacy Literacy Literacy Skills

1 Finland Hong Kong* Finland South Korea

2 South Korea Finland Japan Hong Kong*

3 Canada South Korea Hong Kong* Finland

4 Australia The Netherlands South Korea Japan

5 Lichtenstein* Lichtenstein* Lichtenstein* New Zealand

6 New Zealand Japan Australia Macau*

:

14 Japan



3636

The Average Span of LifeThe Average Span of Life Healthy Food and PeacefulHealthy Food and Peaceful

LifeLife The US Department of Commerce in 2003The US Department of Commerce in 2003

1 Andorra1 Andorra 83.583.5

2 San Marino2 San Marino 81.481.4

3 Japan3 Japan 80.980.9

4 Singapore4 Singapore 80.480.4

184 Rwanda184 Rwanda 39.3 39.3

185 Zimbabwe185 Zimbabwe 39.039.0

186 Malawi186 Malawi 38.038.0

187 Angola 37.0187 Angola 37.0189 Zambia 35.3 189 Zambia 35.3

191 Mozambique 31.3191 Mozambique 31.3

(C) 1993(C) 1993--2003 Microsoft Corporation. All rights reser ed.2003 Microsoft Corporation. All rights reser ed.



3737

Apakah Rahsia Modenisasi Jepun?Apakah Rahsia Modenisasi Jepun?

1. Kuasa Pendidikan (Kadar celik ilmu yang tinggi1. Kuasa Pendidikan (Kadar celik ilmu yang tinggipada 1868 dan 1945)pada 1868 dan 1945)

Kelancaran pendidikan tinggi di Jepun menjadiKelancaran pendidikan tinggi di Jepun menjadisebahagian pertumbuhan Keluaran Negara kasar.sebahagian pertumbuhan Keluaran Negara kasar.

2.2. Kehar monian berbanding PertentanganKehar monian berbanding Pertentangan (())Contoh:Contoh:

-- Pemulihan Meiji pada 1868Pemulihan Meiji pada 1868

-- Kehadiran bersama Buddhisme dan ShintoismeKehadiran bersama Buddhisme dan Shintoisme

-- Kehar monian Kumpulan dan PersainganKehar monian Kumpulan dan PersainganKumpulan untuk produktiviti berkesan di dalam Kumpulan untuk produktiviti berkesan di dalam

kebanyakan syarikat , sekolah dan organisasikebanyakan syarikat , sekolah dan organisasi

JepunJepun



3838

Apakah Rahsia Modenisasi Jepun?Apakah Rahsia Modenisasi Jepun?

3.3. wawa konkonyoyosai (Inovasi Penyatuansai (Inovasi PenyatuanKebudayaan)Kebudayaan)

Semangat Jepun digabung dengan pengetahuanSemangat Jepun digabung dengan pengetahuanBarat, kepakaran dan kebijaksanaan tanpaBarat, kepakaran dan kebijaksanaan tanpa

kehilangan identiti kebudayaan Jepunkehilangan identiti kebudayaan Jepun4. Masyarakat Belajar dengan Etika Kerja Konfucius4. Masyarakat Belajar dengan Etika Kerja Konfucius

5. Penyatuan Jepunpada 1603 dengan kadar celik5. Penyatuan Jepunpada 1603 dengan kadar celikilmu yang tinggiilmu yang tinggi

6. Sebagai6. Sebagai Being on the peripheryBeing on the periphery (Konsep luar (Konsep luar pusat)pusat)

Kesediaan Jepun sebagai negara bangsaKesediaan Jepun sebagai negara bangsakepulauan yang kecil tanpa sumber bahan mentahkepulauan yang kecil tanpa sumber bahan mentah

7. Amalan7. Amalan PacifismePacifisme (1905(1905--1945 Zaman Gelap1945 Zaman Gelap

Jepun)Jepun)



3939

The comparison of national pride among British, The comparison of national pride among British,

Ger man and Japanese university studentsGer man and Japanese university students

In comparison, Japanese students are proud of In comparison, Japanese students are proud of

science and technologyscience and technology (62.0%)(n=134), (62.0%)(n=134), JapaneseJapanese

EnterprisesEnterprises (50.9%)(n=110), (50.9%)(n=110), economiceconomic

perfor manceperfor mance (42.6%)(n=92), (42.6%)(n=92), liberal democracyliberal democracy

(37.0%)(n=80) and(37.0%)(n=80) and security and crime ratesecurity and crime rate

(36.6%)(n=79) . This shows that British and(36.6%)(n=79) . This shows that British and

Ger man students are proud of Ger man students are proud of their posttheir post--industrialindustrial

and multicultural society blessed with socialand multicultural society blessed with social

welfarewelfare,while Japanese students seem to be

,while Japanese students seem to beproud of the components of proud of the components of an economic giantan economic giant

with high technologywith high technology. It takes years for economic. It takes years for economic

giant in a homogeneous island to realizegiant in a homogeneous island to realize the postthe post--

industrial values and the power of diversityindustrial values and the power of diversity..



4040

1. The Power of Education1. The Power of EducationRohlen (1995) defines Japan's success as a highRohlen (1995) defines Japan's success as a high

level of average achievement with a low degree of level of average achievement with a low degree of variation over variation over the entire populationthe entire population of studentsof students

accomplished at relatively low cost.accomplished at relatively low cost.

Historically the dramatic spread of secondaryHistorically the dramatic spread of secondary

education, especially the rate of advancement toeducation, especially the rate of advancement to

high school (ages 16high school (ages 16--18) and university (ages 1818) and university (ages 18--

22) after the World War II has been22) after the World War II has been a dominatinga dominating

force in Japan's transfor mation into an advancedforce in Japan's transfor mation into an advanced

industrial stateindustrial state. Indicating this is: the increasing. Indicating this is: the increasing

rate of both high school attendance and therate of both high school attendance and the

Japan's GNP.Japan's GNP.



4141

Classroom under the sky in Hiroshima in 1945 after Classroom under the sky in Hiroshima in 1945 after

the war. Most schools started education.the war. Most schools started education.

Classroom before the WarClassroom before the War



4242

Classroom before the War Classroom before the War Group Har mony and Respect for TeachersGroup Har mony and Respect for Teachers

Excellent Discipline by Family and School educationExcellent Discipline by Family and School education

T h ¶ R (O C t)T h ¶ R (O C t)



4343

Teacher¶s Room (Open Concept)Teacher¶s Room (Open Concept)

for Group Har mony and Solidarityfor Group Har mony and Solidarity



4444

2. Har mony2. Har mony::Har mony is the first priority in Japan.Har mony is the first priority in Japan.



4545

Budaya Membesarkan Padi untukBudaya Membesarkan Padi untuk

Kehar monianKehar monian



4646

Budaya Membesarkan Padi danBudaya Membesarkan Padi dan

Masyarakat HomogenousMasyarakat HomogenousBudaya penanam padi memerlukan kerjasamaBudaya penanam padi memerlukan kerjasama

kumpulan dan keharmonian kumpulan di kalangankumpulan dan keharmonian kumpulan di kalangan

keluarga, sanak saudara, kampung dan masyarakatkeluarga, sanak saudara, kampung dan masyarakat

setempat. Ini membentuk budaya kebangsaansetempat. Ini membentuk budaya kebangsaanberdasarkan penanaman padi basah sebagai orientasiberdasarkan penanaman padi basah sebagai orientasi

homogeneous.homogeneous.

Orang Jepun hidup di dalam kelompok homogenousOrang Jepun hidup di dalam kelompok homogenous

yang pasif dan budaya berhubungan tinggi (yang pasif dan budaya berhubungan tinggi (highhighcontext culture)context culture),yang mana membangunkan,yang mana membangunkan

penerimaan budaya luar peringkat tinggi secarapenerimaan budaya luar peringkat tinggi secara

ekstrem.ekstrem.



4747

FamilyFamily-- oriented group har mony& competitionoriented group har mony& competitionAs Nakane (1984) states that an organizational structure based on theAs Nakane (1984) states that an organizational structure based on the

vertical principle appearsmore pronouncedly in wellvertical principle appearsmore pronouncedly in well--established, largeestablished, large

institutions with a higher degree of prestige, this vertical integrationinstitutions with a higher degree of prestige, this vertical integrationsupported by group har mony and solidarity is the source of the stabilitysupported by group har mony and solidarity is the source of the stability

of the organization, which seems the strength of the Japanese.of the organization, which seems the strength of the Japanese.



4848

FamilyFamily--oriented ynamism f or Str engt and Gr oup oriented ynamism f or Str engt and Gr oup

ar mony Gr oup CompetitionHar mony Gr oup Competition

11 RiceRice--gr owing cultur e in t e East Asiagr owing cultur e in t e East Asia

Family member s, r elatives, neighbor s workFamily member s, r elatives, neighbor s work

together and they f or m a communitytogether and they f or m a community

22 School educationSchool education based on Familybased on Family--oriented oriented ynamism f or str ength and har monyDynamism f or str ength and har mony

3 3 Business companies and any or ganization in Business companies and any or ganization in

JapanJapan based on f amilybased on f amily--oriented dynamism f or oriented dynamism f or

str ength and har monystr ength and har mony

44 Gr oup consciousnessGr oup consciousness and and competitive gr oup competitive gr oup

consciousnessconsciousness f or an eff ective pr oduction f or an eff ective pr oduction

pr ocesspr ocess



4949

Kelebihan dan KekuranganKelebihan dan KekuranganCompetitive Groupism.Competitive Groupism.Inter and intraInter and intra--

group competition and consciousness.group competition and consciousness.* Confor mism, har mony and obligation with peer pressure.* Confor mism, har mony and obligation with peer pressure.

�� Totalitarian agreement ignoring individual and minorityTotalitarian agreement ignoring individual and minority

opinionsopinions

�� * Vertical society* Vertical societyEx. school life, social life and company life«Ex. school life, social life and company life«

Extreme For mality to adjust and control group har monyExtreme For mality to adjust and control group har mony

High Suicide rate (High Suicide rate (, ,

Classroom chaos (oneClassroom chaos (one--fourth),fourth), Bullying (Bullying (), ), School Refusal (112,193), School Refusal (112,193),

High School dropouts (150000)High School dropouts (150000)

Socially withdrawn youngSocially withdrawn young people (people (million),million),



5050

3.3." "Wakon Yousai" "Wakon Yousai"" advocatedadvocated

by Shozan Sakuma (1811by Shozan Sakuma (1811--1864)1864)

The ideaThe idea "Wakon Yosai"Wakon Yosai" means :" means :

An idea of learning Western knowledge, An idea of learning Western knowledge,

technology, institution and system withouttechnology, institution and system without

losing Japanese cultural identity.losing Japanese cultural identity.

As White (1987) points out that As White (1987) points out that in Japanin Japan to beto be

modern is not, in pervasive sense, to bemodern is not, in pervasive sense, to be

Western.Western.



5151

Japan¶s great changes can be seen as a process of Japan¶s great changes can be seen as a process of

modernization rather than westernization.modernization rather than westernization.

The Japanese are now completely at home withThe Japanese are now completely at home withthe styles and fads of international culture, mixingthe styles and fads of international culture, mixing

them at will with their own traditional traits andthem at will with their own traditional traits and

proving themselves a prolific source of culturalproving themselves a prolific source of cultural

influences on other countries both West and East.influences on other countries both West and East.They wisely examine what others are doing inThey wisely examine what others are doing in

facing the problems of modern times (thefacing the problems of modern times (the

countries of the West could learn a lot from them countries of the West could learn a lot from them

on this score), but they are not blindly imitativeon this score), but they are not blindly imitative

and usually come up with a result superior to whatand usually come up with a result superior to what

can be found abroadcan be found abroad..

(Reischauer:1977)(Reischauer:1977)



5252

Japanizing Chinese and Western cultures with anJapanizing Chinese and Western cultures with an

extremely high level of receptivityextremely high level of receptivity

Japan has a unique history of alwaysJapan has a unique history of alwaysJapanizing Chinese and WesternJapanizing Chinese and Western

cultureculture. In this context, it appears as. In this context, it appears as

though the strength of Japan¶s culturalthough the strength of Japan¶s culturalbase is quite for midable.base is quite for midable.

(Chie Nakane:1997)(Chie Nakane:1997)

Ex. Confucian ideas have been modified inEx. Confucian ideas have been modified in

Japan from their source in China.Japan from their source in China.



5353

Perumahan Moden Jepun yangPerumahan Moden Jepun yang

menggabungkan bilik gaya tradisionalmenggabungkan bilik gaya tradisional

Jepun dan Ruang tamu Gaya BaratJepun dan Ruang tamu Gaya Barat



5454

Speed, Punctuality, Precision and Accuracy, Speed, Punctuality, Precision and Accuracy,

Elaboration and DelicacyElaboration and Delicacy

Speed, Punctuality, Precision and Accuracy, Speed, Punctuality, Precision and Accuracy, Elaboration and DelicacyElaboration and Delicacy are consideredare considered

important in Japanese society.important in Japanese society.

Ex. The time table for national railways andEx. The time table for national railways andall kinds of private lines, the program all kinds of private lines, the program

schedules for NHK and commercial TV andschedules for NHK and commercial TV and

radio.radio.The elaborationThe elaboration of Japanese bullet trainsof Japanese bullet trains

and cars as welland cars as well the delicacythe delicacy of Japaneseof Japanese

cuisinecuisine



5555

Modern Japanese Electric ToiletModern Japanese Electric Toilet

with war m seat and war m water& drier with war m seat and war m water& drier

A LA L t d C i ti Clt d C i ti Cl



5656

A Lerner A Lerner--centered Communicative Classroom centered Communicative Classroom

on global Human issueson global Human issues

(Debate class in English)(Debate class in English)



5757

Student¶s demonstration classStudent¶s demonstration class

in a multiin a multi--media classroom.media classroom.

4 F il4 F il i t d G Hi t d G H



5858

4. Family4. Family--oriented Group Har monyoriented Group Har mony

and Group Competitionand Group Competition

The heart for The heart for horizontal group har monyhorizontal group har mony, has, hasestablished the social accountability of established the social accountability of the Gakunenthe GakunenFamilyFamily ((the familythe family--based Grade Groupbased Grade Group)) and theand theTannin Seido (a Homeroom SystemTannin Seido (a Homeroom System)) in all Japanesein all Japanese

school organizations from a kindergarten le el to aschool organizations from a kindergarten le el to auni ersity le el. This might be a key to explainuni ersity le el. This might be a key to explainsuccess and failure of Japan's educational challenge.success and failure of Japan's educational challenge.

The basic irtue of The basic irtue of ConfucianismConfucianism is har mony, is har mony,

diligence and faithfulnessdiligence and faithfulness in any organizationin any organization..ConfuciusConfucius (551(551--479 B.C.) taught us more than 2500 479 B.C.) taught us more than 2500 years ago that ayears ago that a family should be harmonious, a statefamily should be harmonious, a stateshould be well ordered and the world should be atshould be well ordered and the world should be at

peacepeace



5959

FamilyFamily-- oriented group har mony andoriented group har mony and

group competitiongroup competition



6060

FamilyFamily-- oriented group har mony and grouporiented group har mony and group

competition (children, teachers and even parents)competition (children, teachers and even parents)



6161

junior high schools junior high schools

Unifor mity, Har mony, CooperationUnifor mity, Har mony, Cooperation

schoolsschools



6262

schoolsschools

The Slogan is Self The Slogan is Self--independence, Creativity and Strongindependence, Creativity and Strong

WillWill



6363

5. Learning Society5. Learning Society: In Japan learning is: In Japan learning is

historically the key to becoming a good person.historically the key to becoming a good person.

Learning is a key to success in life.Learning is a key to success in life. LearningLearning

and the moral ad antage it symbolizes ha eand the moral ad antage it symbolizes ha e

been widely alued as abeen widely alued as a ConfucianConfucian--basedbased

virtue.virtue. E en today, academic achie ement atE en today, academic achie ement atschool is seen to confirm a high le el of irtue inschool is seen to confirm a high le el of irtue in

the students and his supporting family. This isthe students and his supporting family. This is

one of the products of one of the products of Confucian work ethicConfucian work ethic ininJapanese school culture.Japanese school culture.



6464

6. Sikap bersederhana dan6. Sikap bersederhana dan

intelektual being on theintelektual being on the peripheryperiphery

Then, what has been the secret of Japan'sThen, what has been the secret of Japan's

modernization after a long period of nationalmodernization after a long period of national

isolation?isolation? Japan¶s modest and intellectual attitudeJapan¶s modest and intellectual attitude

of being on the periphery and Japan¶s willingnessof being on the periphery and Japan¶s willingnessto learn and borrow from others, respecting groupto learn and borrow from others, respecting group

har mony and balance (equilibrium),har mony and balance (equilibrium), have oftenhave often

had an energizing effect on Japan¶s modernizationhad an energizing effect on Japan¶s modernization

as well as on her economic and technologicalas well as on her economic and technologicalprogress.progress. This must be a kernel of Japan's culturalThis must be a kernel of Japan's cultural

strength and the heart of the Japanese system.strength and the heart of the Japanese system.



6565

Adakah anda bangga dengan negara anda?Adakah anda bangga dengan negara anda? 20002000

Country Very Yes LittleCountry Very Yes Little NoNo

1. Egypt 81.6 % 17.4 % (99.1%) 1. Egypt 81.6 % 17.4 % (99.1%) 0.6% 0.1%0.6% 0.1%

15 USA 71.4 22.9 (94.3%) 15 USA 71.4 22.9 (94.3%) 3.93.9 0.40.4

47 France 37.5 46.9 (84.3%) 47 France 37.5 46.9 (84.3%) 6.46.4 3.23.2

50 UK 45.1 37.6 (82.7%) 7.850 UK 45.1 37.6 (82.7%) 7.8 1.91.9

55 Korea 17.4 60.8 (78.3%) 18.7 55 Korea 17.4 60.8 (78.3%) 18.7 2.92.956 China 24.7 53.3 (78.0%) 13.256 China 24.7 53.3 (78.0%) 13.2 4.04.0

71 Japan 21.1 33.1 (54.2%) 34.7 71 Japan 21.1 33.1 (54.2%) 34.7 3.53.5

Kajian SIstem Nilai di Dunia 2000Kajian SIstem Nilai di Dunia 2000

( Soal selidik ini dilakukan kepada 1000 orang dewasa di( Soal selidik ini dilakukan kepada 1000 orang dewasa disetiap negara)setiap negara)

77 K t M d i i J dK t M d i i J d



6666

7.7. Kepantasan Modenisasi Jepun danKepantasan Modenisasi Jepun dan

Pasifisme (Pasifisme ())

Tempoh panjang keamanan Jepun:Tempoh panjang keamanan Jepun:

Zaman Heian (794Zaman Heian (794--1156) 1156) 362 tahun (Aman)362 tahun (Aman)

Zaman Edo (1603Zaman Edo (1603--1867) 1867) 264 tahun (Aman)264 tahun (Aman)

Meiji ke Showa (1904Meiji ke Showa (1904--1945) 41 tahun (Ketenteraan)1945) 41 tahun (Ketenteraan)

Pasca Perang Dunia Kedua (1945Pasca Perang Dunia Kedua (1945----) ) 58 tahun (Aman)58 tahun (Aman)Parti pemerintah sedang cuba mengubah Artikel 9 ??????Parti pemerintah sedang cuba mengubah Artikel 9 ??????

Penyatuan domestik Jepun (1603) dan modenisasi berinovasiPenyatuan domestik Jepun (1603) dan modenisasi berinovasi

dalam urutan mengantarabangsakan Jepun lewat kurun kedalam urutan mengantarabangsakan Jepun lewat kurun ke--19 (1868) dan awal kurun ke 20 (1945), menyaingi Tamadun19 (1868) dan awal kurun ke 20 (1945), menyaingi TamadunBaratBarat



6767

Pasifisme Jepun dan Artikel 9Pasifisme Jepun dan Artikel 9

Perlembagaan Jepun (Perlembagaan Jepun ())

Artikel 9 Perlembagaan Jepun , Klaus ³Tiada Perang´ Artikel 9 Perlembagaan Jepun , Klaus ³Tiada Perang´³ Aspi r ing sinc erely to an int er national peac e based on³ Aspi r ing sinc erely to an int er national peac e based on

justic e and or d er, the J a panese peopl e forever renounc e justic e and or d er, the J a panese peopl e forever renounc e w ar as a sovereign r ight of the nation and the threat or use w ar as a sovereign r ight of the nation and the threat or use of for c e as means of settling int er national disput es«..of for c e as means of settling int er national disput es«..

In or d er to accomplish the aim of the prec eding parag ra ph, In or d er to accomplish the aim of the prec eding parag ra ph, l and , sea, and ai r for c es, as w ell as other w ar pot enti al , will l and , sea, and ai r for c es, as w ell as other w ar pot enti al , will never be maint ained. The r ight of bellig erency of the st at e never be maint ained. The r ight of bellig erency of the st at e will not be recogniz ed.´ will not be recogniz ed.´

Berdasarkan kajian oleh NHK (2003),Berdasarkan kajian oleh NHK (2003),70%70% rakyat merasakanrakyat merasakan Artikel 9 Perlembagaan Jepun berguna unutk mengekalkan Artikel 9 Perlembagaan Jepun berguna unutk mengekalkankeselamatan dan keamanan di Jepun.keselamatan dan keamanan di Jepun.

30%30% rakyat merasakan perlu kajian semula perlembagaan.rakyat merasakan perlu kajian semula perlembagaan.

52%52% berkata tidak perlu kaji semula.berkata tidak perlu kaji semula.



6868

8. Masalah dihadapi Pendidikan8. Masalah dihadapi Pendidikan

Tinggi Jepun MasakiniTinggi Jepun MasakiniAsas pendidikan masyarakat Jepun terhakisAsas pendidikan masyarakat Jepun terhakis

disebabkan gelombang kehendak individu dandisebabkan gelombang kehendak individu dan

persaingan, pencemaran, kebedaan dan ketidakpersaingan, pencemaran, kebedaan dan ketidak

toleransian kumpulan yang menyebabkantoleransian kumpulan yang menyebabkan

perkongsian wawasan untuk Jepun.perkongsian wawasan untuk Jepun.

Kepentingan PeribadiKepentingan Peribadi VS.VS. NilaiNilai--nilai Awamnilai Awam

Kuasa PersainganKuasa Persaingan VS. Kedaulatan ManusiaVS. Kedaulatan Manusia

K t Bilik D j h di hi l hK t Bilik D j h di hi l h



6969

Ketegangan Bilik Darjah dipengaruhi olehKetegangan Bilik Darjah dipengaruhi oleh

kecuaian pendidikan keluarga /masyarakatkecuaian pendidikan keluarga /masyarakat

setempatsetempat

ayea2317 - jiwa budaya jepun

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