“Model of character education and culture in japanese school”

Paper of English II

By 1st group

Rahmi Janur (1710751001)

Nia Kariyani (1710751005)

Rana Afifah (1710751007)
Aryan Putra (1710751011)

JAPANESE LITERATURE
FACULTY OF HUMANITIES
ANDALAS UNIVERSITY
PADANG
2019
 CONTENTS

Contents ......................................................................................................... i

Introduction .................................................................................................. 1

Subject

1. Habituation in early age ..................................................................... 2

2. Enounce while carrying out ............................................................... 3
3. Why is it prohibited, why should it be like this ? .............................. 3
4. Stick the slogan .................................................................................. 4
5. Seikatsuka, life skills of japanese education ...................................... 5

Conclusion and suggestion

a. Conclusion ......................................................................................... 7
b. Suggestion .......................................................................................... 7

Bibliography ................................................................................................. 8

i
 INTRODUCTION

Why Japanese people are so polite and civilized ? because in Japan, there’s a lot type
of education was applied start from elementary school one of them is moral and
culture education. In Japan moral education the most important thing to apply in
Japanese school start from elementary school. In Indonesia the first lesson taught at
school is how to read and count. But in Japan we will meet different thing.

The first lesson taught in Japan is not how to read and how to be a smart person, but
how to be a polite person. There’s a lot type of moral education taught in
Japan and it’s make Japan the most famous country that have polite people in the
world.

In this paper will writer will explain about moral education and culture in Japan.
Start from habituation in early age to seikatsuka, life skills of Japanese education.

1
CONTENT
1. Habitation in early age
Character education in Japan very important in basic education institutions.
Not only in school, but in family is a place that can learn about character education
and behavior that is very important in Japan. Children under five who are entrusted
in a daycare center or hoikuen are educated to be accustomed to knowing hours of
activity through a schedule of playing, eat, sleep and take a bath. Moreover, they
are also taught to separate dirty and clean clothes, wash their hands after playing
outside, eat while sitting, etc. which is a simple form of discipline but this is their
routine activity.
Children under five can’t understand about explain by word, but will more
quickly grasp knowledge through an example approach. Accordingly, the model of
education in hoikuen and youchien are all training approaches, habituations and
examples.
For example, children under five in hoikuen and youchien were taught how to
cross the road through a travel program taught by two or three caregivers at
hoikuen. Before walking out, first children will be trained in school how to cross
the road through simulation practice held in the hall or school yard with put traffic
light poles and artificial zebra cross. Led by the teacher’s, children learn how to
cross the road. Every time the children want to cross the road, the children must
look left and right with saying “left safe, right safe, let’s go!” while raising their
right hand. After practicing many times in school, the children practice it in travel
program with the caregiver at hoikuen.
The lesson how to cross the road is taught from generation to generation that
not only taught in school but in their family too at their home with their parents.
When the children are walking, they accustomed to swinging their hands and not
putting their hands in their pocket or pants. Why ? if the children fall in position
fall forward, their hands is the most ready organ to protect their face.
 2

As we know, early age is the age that absorbs and records understandings and
new habits. Because it’s very unfortunate if at this age the children brain is
crammed with how to reading, count and writing. Especially with coercion, while
they haven’t mastered the daily habits.
Character education in Japan is taught through habituation of unchanging
tradition, or values that are considered good in Japanese society and passed down
from generation to generation by the same method, which is habituation.

2. Enaunce while carrying out

Enaunce while carrying out method is sometimes done while singing or
listening to the same song from radio and tape. For example, when they brushing
their teeth after eating, the children of course cannot say the steps to brush their
teeth while starting to carrying out, so the pronouncing methods is replaced by
listening to the song sung by the caregiver or from the playing tape or radio in
school.
This method is also applied when teaching the children about the act of saving
themselves when earthquake is happened, be caught on fire etc. All children who
have had early education or basic education in Japan must know the term “o-hashi-

mo” which stand from the word osanai 押 さ な い which means don’t push,

hashiranai 走らない which means don’t run, shaberanai 喋らない which means

don’t speak, and modoranai 戻らない which means don’t come back. When an

earthquake control exercise is usually carried out once a month or on a day of

disaster control on 1st september, all children in the kindergarten and elementary
school are carry out rescue activities while saying the slogan above.
3. Why is it prohibited, why should it be like this ?
The keyword of "o-ha-shi-mo" is not only memorized by children in Japan,
but the teacher also explain and instilling in them, why it should be done. When
introducing norms and rules, the teacher will invite students to share the impact

3
and positive values of the norm together. At the same time the teacher will enter
the character to respect the interests of others, and not selfish. various moral values
will be easier to implement if students are invited to think about the consequences
of violations and the positive impact of implementing these values.
Children are quite difficult to understand the meaning of moral values with
only verbal explanations. Therefore, there is an explanation of why is prohibited
and why should be done. Even, in a high school in Nagano, teachers involve their
students in formulating a regulation, so students are not only forced to obey the
rules that they sometimes disagree with, but they are directly involved in
formulating these rules. so that students have the spirit and commitment to
implement it, because what they agree on is something they can fulfill.

4. Stick the slogan

On the wall of the school that the author visited in Souya, Hokkaido, there was
a picture of a child sitting, and a girl who was reading. The writing on the side of
the picture explains how to write and read correctly.

Because it is placed in front of the wall, on the board, every child who reads
and writes, will always be reminded to do it right, that is when writing, the
stationery must be held correctly, the body upheld, and writing slowly and neatly.
When reading, the book is held in two hands, the body is straightened, and start
reading with a loud voice.
 4

Not only that, various other slogans are also displayed in the school
environment. However, most are installed in classrooms. This is because students
will actually spend most of their time in the classroom, so it will be more effective
to put it in the classroom. The class motto that was posted on the blackboard in a
6th grade elementary school in Souya. The meaning of the motto is an invitation to
create the best friendship.

5. Seikatsuka, life skills of Japanese education

Life skills education in a common context is understood to be life skills

education that equips students with various abilities to survive over all problems
and live their lifes accordingly. The definition seems very broad and cannot be
clearly defined, there are many definitions that develop about life skill education
but there is no universally agreed definition.

The definition from 2003 National Education System is explained in Article

26 paragraph 3 of life skills education in life skills education that provides personal
skills in social skills, intellectual skills, and vocational skills for work or own
business.

Life skill education in Japanese elementary schools is delivered in subjects.

Seikatsuka in English, some experts translate it as Life eviromental studies. If we
look from the kanji seikatsuka（生活科）, maka kanji pertama 生 menunjukkan

makna hidup, Kanji kedua atau 活 bermakna aktivitas atau kegiatan, dan kanji

ketiga 科 berarti mata pelajaran. So, this seikatsuka lesson is consist of life

problems and how to solve it.

Based on the education curriculum guide in elementary school or in Japanese

called the shogakkou no gakushuu shidoyoryo which was published in 2009. There
are four main goal that emphasized in this seikatsuka, they are through certain
activities and experiences.

5
 1. Growing interest in the roles and relationships between oneself and
those closest to society and nature
2. Creating the ability to understand the potential and character of oneself
which is became the basis of behavior attitudes and daily activities
3. Implement the habits and behaviors needed in daily activities
4. Having the basics needed to live independently in everyday life.

Based on these objectives, it can be concluded that the learning process must
be carried out through a variety of practical activities and experiences and the
ultimate goal of the learning process is the formed of independent personal
individuals in their daily lives.

An interesting thing to study is the concept of education carried out in

seikatsuka is to upgrade the daily manners based on locality. Because Japan knows
for four seasons, the children are introduced to have the knowledge of the
changing seasons, cultural traditions and celebrations held by their ancestors from
the beginning in welcoming the season.

In other words, they were taught about the character agreed upon by the
Japanese people in the form of practice and experienced themselves, not by the
lecture method in the classroom. With a practical approach and natural experience
it would be possible if Japanese children were more united with good character in
their community

Thus, seikatsuka becomes one of the learning models that carry the principle
of character education with the ultimate goal of being independent and having a
good character.

6
 CONCLUSION AND SUGESTION

a. Conclusion
Character education in Japan very important in basic education institutions.
Not only in school, but in family is a place that can learn about character education
and behavior that is very important in Japan.
Enaunce while carrying out method is sometimes done while singing or
listening to the same song from radio and tape. For example, when they brushing
their teeth after eating, the children of course cannot say the steps to brush their
teeth while starting to carrying out, so the pronouncing methods is replaced by
listening to the song sung by the caregiver or from the playing tape or radio in
school.
The keyword of "o-ha-shi-mo" is not only memorized by children in Japan,
but the teacher also explain and instilling in them, why it should be done. When
introducing norms and rules, the teacher will invite students to share the impact
and positive values of the norm together.

On the wall of the school that the author visited in Souya, Hokkaido, there was
a picture of a child sitting, and a girl who was reading. The writing on the side of
the picture explains how to write and read correctly.

b. Sugestion
I think, in indonesia must reproduce the methods that applied in japan.
Because the methods was applied in japan very good for country like indonesia.
No need to reproduce all methods just some methods are enough.

7
 BIBLIOGRAPHY

Ramli, murni. 2018. Menjadi Orang Berkarakter dan Berbudaya di Jepang.

Bantul:Manggar Media