The Prussian-style characteristics of the Japanese educational system are often noted and commented upon by observers, however, several books have been published in Japanese noting John Dewey’s contributions to Japanese education, below are some resource readings:
Victor N Kobayashi (1964), “John Dewey in Japanese Educational Thought“. Ann Arbor: University of Michigan School of Education, 1964. (Comparative Education Dissertation Series, No. 2). 198. Appendices, Bibliography, n.p
“This definitive study of Dewey’s impact on Japanese educational thought drawn from Japanese and American sources demonstrates that there were, indeed, roots of democratic thought in pre-war Japan” — Ronald S. Anderson (1965). Review of Victor N. Kobayashi ‘John Dewey in Japanese Educational Thought’ The Journal of Asian Studies, 25, pp 150-151. doi:10.2307/2051070.
Dewey In Japan 7/6/2005
Naoko Saito takes John Dewey’s visits to Japan as a starting place for questions about “Education for Global Understanding” [registration required; …l.
In his visit to Japan, from February 9 until April 28, 1919, Dewey was confronted with a severe challenge to his hope of attaining mutual understanding and universal democracy beyond national and cultural boundaries. Japan at that time was between two world wars and had undergone a democratization movement called Taisho Democracy – a movement that was soon to give way to looming nationalism and militarism. Dewey saw a flickering hope for liberalism in Japan, but he left the country in disappointment. He tried to approach Japan through his principle of mutual national understanding. During the short period of his stay, he struggled to penetrate below the surface of the culture. As a philosopher who was thrown into an abyss that existed between two cultures, Dewey acknowledged that “Japan is a unique country, one whose aims and methods are baffling to any foreigner.” He communicated with Japanese liberal intellectuals, gave a lecture at the University of Tokyo, and was exposed to the left-wing democratic movements among college youth. But he learned that “such higher criticism is confined to the confidence of the classroom” (JL, p. 174). Dewey realized that the “popular mind,” to which he wished to communicate his idea of democracy as a personal way of living, was dominated by “nationalistic sentiment.” He observed that “the growth of democratic ideas” and “the growth of liberalism” were hampered by the inculcation of “the emperor cult” (LJ, pp. 170–173). Especially in contrast to China, where “[e]very articulate conscious influence [was] liberal,” Dewey noticed the obstacles to “the development of an enlightened liberal public opinion in Japan” – “the conspiracy of silence,” patriotism, and the institutional religion that prevented “critical thought and free discussion.” Dewey was troubled by the authoritarian, nationalistic ethics indoctrinated in primary education (LJ, pp. 167–168). He could not find democracy in Japanese people’s way of living.
Furthermore, Dewey was confused by an inconsistency involved in Japanese modernization – a combination of the “feudal” and “barbarian” ethos of the warrior with the worship of western industrialization (LJ, pp. 160–161). As he put it, “There is some quality in the Japanese inscrutable to a foreigner which makes them at once the most rigid and the most pliable people on earth, the most self-satisfied and the most eager to learn” (LJ, p. 168). In the country’s “opportunism,” Dewey found it “difficult in the present condition of Japan to construct even in imagination a coherent and unswerving working policy for a truly liberal political party” (POJ, p. 259).
This experience of Dewey leaves us with a philosophical question: what happens if one’s democratic faith is not totally accepted in a different culture? [footnotes removed]
Actually, that last sentence should be, based on her description of Dewey’s responses, “what happens if one’s democratic faith is entirely rejected in a different culture?” A bit later, Saito notes that “In the series of lectures that Dewey gave at the University of Tokyo, the number of participants decreased from around a thousand to less than forty towards the end.” And, of course, there’s little evidence of Dewey’s influence in Japan’s educational or political systems to date. Clearly his visit failed to transform Japan, unrealistic as that standard of judgement might be. Clearly Japan as a society is not fully accepting of differences and others (are any societies?) and has a civil discourse which is more limited than many of us would consider ideal, or even healthy.
— Source: “Dewey in Japan”
Further source readings: