通常配送無料 詳細
残り3点(入荷予定あり) 在庫状況について
この商品は、Amazon.co.jp が販売、発送します。 ギフトラッピングを利用できます。
Japanese Higher Education... がカートに入りました
+ ¥ 257 関東への配送料
コンディション: 中古品: 良い
コメント: 【東京より発送】全体的にわずかな使用感があります。若干の傷み・汚れなどがあります。小口に薄いシミ汚れ1箇所あります。
この商品をお持ちですか? マーケットプレイスに出品する
裏表紙を表示 表紙を表示
サンプルを聴く 再生中... 一時停止   Audible オーディオエディションのサンプルをお聴きいただいています。
2点すべてのイメージを見る

Japanese Higher Education as Myth (英語) ペーパーバック – 2002/2/19


その他(3)の形式およびエディションを表示する 他のフォーマットおよびエディションを非表示にする
Amazon 価格
新品 中古品
Kindle版
"もう一度試してください。"
ペーパーバック
"もう一度試してください。"
¥ 4,027
¥ 3,769 ¥ 3,027

AmazonStudent

Amazon Student会員なら、この商品は+10%Amazonポイント還元(Amazonマーケットプレイスでのご注文は対象外)。

click to open popover

キャンペーンおよび追加情報

Kindle 端末は必要ありません。無料 Kindle アプリのいずれかをダウンロードすると、スマートフォン、タブレットPCで Kindle 本をお読みいただけます。

  • Apple
  • Android
  • Android

無料アプリを入手するには、Eメールアドレスを入力してください。



Amazonランキング大賞
2016年、洋書で最も売れた本をご紹介 >詳しく見る

商品の説明

内容紹介

In this dismantling of the myth of Japanese "quality education", McVeigh investigates the consequences of what happens when statistical and corporatist forces monopolize the purpose of schooling and the boundary between education and employment is blurred.


登録情報

  • ペーパーバック: 317ページ
  • 出版社: Routledge (2002/2/19)
  • 言語: 英語
  • ISBN-10: 0765609258
  • ISBN-13: 978-0765609250
  • 発売日: 2002/2/19
  • 商品パッケージの寸法: 2.5 x 15.2 x 22.2 cm
  • おすすめ度: この商品の最初のレビューを書き込んでください。
  • Amazon 売れ筋ランキング: 洋書 - 90,120位 (洋書の売れ筋ランキングを見る)
  •  カタログ情報を更新する画像についてフィードバックを提供する、または さらに安い価格について知らせる

  • 目次を見る

カスタマーレビュー

Amazon.co.jp にはまだカスタマーレビューはありません
星5つ
星4つ
星3つ
星2つ
星1つ

Amazon.com で最も参考になったカスタマーレビュー (beta)

Amazon.com: 5つ星のうち 3.7 7 件のカスタマーレビュー
4 人中、3人の方が、「このレビューが参考になった」と投票しています。
5つ星のうち 3.0 Japanese Colleges: Pioneers in Simulated Pseudo-Education 2011/3/22
投稿者 B. Davidson - (Amazon.com)
形式: ペーパーバック
This book is about the problems of colleges and universities in Japan. Students in general are not seriously interested in studying and do not have basic academic skills such as critical thinking, writing ability, and the ability to discuss and express themselves. MacVeigh believes that they lack the skills and motivation mostly because the education system is controlled by government and business interests in Japan, which are more interested in producing obedient future workers than in promoting real education. Everything before getting into college centers around the entrance examinations, so students lose their motivation to learn for knowledge's sake. While in college, no serious learning is expected. It is just a holding station for future workers. They are trained in places such as clubs to obey their elders' instructions without question. The object of everything is getting a job at the end of college, not acquiring knowledge or intellectual ability. As a result, college becomes "simulated education," a kind of game that everyone, including parents, teachers, and students, participates in. Without changing the basic system, there is little hope for real reform, although there is a lot of talk about reform. Teachers and schools cannot do much as long as the whole system is exam-oriented and job-oriented.

I basically agree with all his major points, and his ideas had already occurred to me before I read the book. The book only confirmed opinions I already had. When I came to my own Japanese university, there was a lot of talk about educational change and reform and becoming a school with a "special flavor," but most of it was just talk and came to nothing. Some professors are still trying to make changes, but most of the changes are superfluous. However, I think that nowadays thanks to political correctness probably American higher education is worse than Japan's, since it often promotes self-righteous activism instead of true education.

The main flaw in the book is that the writer believes in Postmodernism, which works against his whole thesis. Postmodernism claims that there is no objective truth, but McVeigh claims that his analysis of Japanese higher education is "true." He even makes the self-contradictory statement that "that there are many truths is a Postmodern truism." A Postmodern "truism" is an oxymoron. Japanese students are often relativists already and don't want to find truth, and Japanese professors often uncritically accept Postmodernism and teach it. This sort of relativism undermines meaningful intellectual activity as much as careerism does. American universities are now reaping the results of an ideology that devalues truth and glorifies political activism.
8 人中、6人の方が、「このレビューが参考になった」と投票しています。
5つ星のうち 3.0 Some truth here by lacking a little balance 2009/10/12
投稿者 J. J. Bankier - (Amazon.com)
形式: ペーパーバック
Japan seems to collect a lot of these books written by Americans about how terrible Japanese society is. I have to wonder, how much of Professor McVeigh's views are informed by his:

1. Being Anerican.
2. Having gone to, and I suspect taught at, Ivy League universities.

The central ideas of the book seems to be (and I'm going to have to confess to not having read the whole thing);

1. Japanese students have no study or debating skills.
2. Japanese students are lazy and want to have a good time.
3. Japanese students think university assignments are optional.

I went to university in the UK, and I have taught at an American university in Japan mentioned in the book, and I have to say all of these could apply to British or American students, with the proviso that Americans tend to be ruder and more vocal when they don't understand, and British students have a bigger problem with alcohol. The American professors I met, who taught Japanese and American students side-by-side, didn't seem particularly impressed by their boorish American students!

Certainly there is a lot of truth here, but there is no attempt to seriously stand back and ask these questions:

1. Isn't it our job to teach these students, however bad they may be?
2. Isn't it our job to disabuse them of this notion, or at least work around it?
3. Isn't it a bit much to assume students should all live up to the standards of the Ivy League?

Don't get me wrong. I think the majority of what McVeigh writes is true. Liberal arts in Japan needs a real kick up the arse. At least in terms of liberal arts, Japan is way behind the US or Europe. However, we can hardly say this for the sciences, or for any "hard" subject. Europe, the UK in particular, is way behind Japan in sciences and mathematics.
14 人中、11人の方が、「このレビューが参考になった」と投票しています。
5つ星のうち 4.0 Thorough and Caustic 2003/8/28
投稿者 Andrew Taber - (Amazon.com)
形式: ペーパーバック
I teach English in the primary and secondary Japanese school system so I have no direct experience with the majority of McVeigh's subject matter. However, what he says about the shabby liberal arts university education in Japan rings true to me because he provides so many detailed examples and quotes from students, teachers, and administrators. Many of those quotes must have been translated from Japanese but I didn't read all the footnotes so maybe they weren't. I agree with him that the Japanese secondary education, which mostly prepares a student body of test takers, lacks intellectual leadership. His book thoroughly proves that point with example after example of apathetic students lacking a spark of curiosity in various liberal arts classrooms. McVeigh raises the pointed question, What kind of society values education just as a means to gaining employment?E My criticisms of the book would be two: (1) that McVeigh's tone reads like the familiar whiney and bitter foreigner in Japan and (2) his examples in the hard sciences are spotty and incomplete perhaps he should have only criticized the liberal arts programs. I had to give it four stars because it was thorough and read like a guilty pleasure. It felt a little like reading the diary of a bitter comic who documented daily Dave Barry-style imbecilic behaviors of people he met.
6 人中、4人の方が、「このレビューが参考になった」と投票しています。
5つ星のうち 3.0 It's often a matter of not seeing how universal the problems are 2007/10/20
投稿者 Charles Jannuzi - (Amazon.com)
形式: ペーパーバック
The book will certainly get you up to speed on much of the situation at the universities in Japan (and Japan has a very large higher education sector), only dwarfed by the US's (a gas giant of the university universe!).

I think one earlier reviewer gets very near the heart of the matter though. Liberal studies tend to have these issues in many other education systems as well, including the US's. And Japanese universities are often unfairly under-rated in terms of science and technology. The language barrier is huge in terms of them getting the credit they deserve. For example, the TRON OS project at Univ. of Tokyo.

This is a good book for those who are going to work at a Japanese university. But realize that if you are coming to Japan to work at teaching, you will be asked to teach English, most likely, followed by teaching some sort of content in simplified English or to do scientific research on a short-term contract. And being limited to such endeavours will also limit the perspectives you are going to get, no matter how long you stay in Japan, moving from job to job.
22 人中、18人の方が、「このレビューが参考になった」と投票しています。
5つ星のうち 5.0 No kidding 2006/2/20
投稿者 Michael J. - (Amazon.com)
形式: ペーパーバック
I came to Japan in the mid 90's and eventually snagged a part time job at one of Japan's top tier universities. The material covered explained a lot of situations I saw - but I will leave it at that and close with a recent article translated from Sapio magazine (circa 2005) which explains the book's premise better than I can:

Japan's colleges facing 'meltdown'

Sapio (Sept. 28)

"One has to think of education in Japan," wrote sociologist Ronald Dore in 1982, "as an enormously elaborate, very expensive testing system with some educational spinoffs, rather than as the other way around."

Criticism in that vein fueled 20 years of off-and-on education reform, a gradual deregulation process culminating, on April 1, 2004, in government-affiliated national universities becoming "independent agencies."

So where does Japan stand today, pedagogically speaking?

"Japan's universities," declares Sapio, "are on the brink of meltdown."

Intellectual bankruptcy is already here; financial bankruptcy is around the corner; and the nation's demography, with its rapidly declining university-age population, hardly promises an academic resurgence any time soon. That is the broad picture emerging from Sapio's series of reports on the state of "reformed" higher education in Japan.

Two professors, Tsuneharu Okabe of Saitama University and Yo Kawanari of Hosei University, focus in back-to-back articles on intellectual bankruptcy. Okabe expresses astonishment and frustration at how dense, immature and ignorant students are nowadays. And professors, Kawanari maintains, are little better.

Students' academic ability is in free-fall, writes Okabe. Simple logical thinking is beyond them. Their vocabulary is childish, their grasp of mathematics feeble, their curiosity nowhere in evidence. The latter is doubly surprising, he points out, in view of the young generation's easy familiarity with the Internet -- but the Net apparently appeals to them more as a playground than as a research venue.

Kawanari saves his venom for his professorial colleagues. It is remarkable, he writes, how many authors' names appear on even brief research papers, some no more than a page long. "All those 'authors'," he says, "leave it uncertain as to whose work it really is. If a question arises, who do you address it to? Evasion of responsibility is written into the very system" -- which helps explain, he adds, why Japan's roster of currently active professors includes not a single Nobel Prize winner -- as against 48 at the U.K's Cambridge University alone.

Kawanari marvels at how sloppily written many academic papers are -- "but that's not the worst of it," he says, citing an Education Ministry survey showing that a quarter of all university teachers have not published anything at all in the past five years.

Maybe that's not the worst of it either. In June, Hagi International University in Yamaguchi Prefecture declared bankruptcy. Others will follow, predicts economic journalist Kiyoshi Shimano in his contribution to Sapio's series. "My estimate," he writes, "is that by 2010, 50 universities will have gone bankrupt -- and 50 others will have downsized."

The reason, he says, is clear. In 1991 there were 2.01 million 18-year-olds in Japan. In 2004 there were 1.38 million. In 2014 there will probably be 1.21 million.

Accompanying this demographic plunge has been a wave of university foundings which, on the face of it, seems absurd. Between 1996 and 2005, 167 new four-year universities opened, most of them private, raising the total nationwide number to 710. The apparent explanation is the rising proportion -- now some 50 percent -- of high-school students going on to college. But ultimately, the student numbers weren't there to justify the expansion. When universities must scramble for entrants -- when no paying customer is turned away -- standards go out the window.

Why, then, not appeal to foreign students as a prime source of financial relief and intellectual invigoration? The idea goes back at least to 1983, conceived as part of then Prime Minister Yasuhiro Nakasone's efforts to internationalize Japan. His goal of 100,000 foreign students was reached in 2003, a year ahead of schedule.

So far so good, but Japan has yet to really warm to foreign students, writes former university administrator Tsutomu Kimura, and those who come, he says, often find their reception somewhat chilly. It's one symptom among many of Japan's intellectual decay, to which no end seems in sight.
これらのレビューは参考になりましたか? ご意見はクチコミでお聞かせください。


フィードバック