Growing up in the walled garden: motivation, engagement, and the Japanese educational experience

Abstract

Like many of the other countries profi led in this book, Japan consistently ranks at the top of international assessments of student learning ( OECD, 2010, 2013, 2016a ). Having built itself from a self-contained agricultural society holding fast to an outdated feudal system in the 19th century to an economic, industrial, and military powerhouse at the start of the 20th century, to then recover again from the absolute devastation stemming from the loss of an overextended war of aggression, Japan’s modern history was one of consistent growth and constant rebuilding ( Jansen, 2002 ). The speed of these changes and the national engagement with learning new and effective systems to promote growth and competitiveness on the global stage have been driven by strong national motives. The question remains as to the motivational dynamics that have driven this engagement and activity that brought the country through these periods of upheaval towards becoming the stable member of the global community recognized today. One of the keys to this growth, and then rebound, has been the success of the educational system. Over the past several decades, Japan’s education system has interested researchers and policy makers around the world (e.g., Cave, 2007 ; Lewis, 1989 , 1995 ; Singleton, 1989 ; Stigler & Hiebert, 1999 ; Stigler & Perry, 1990 ).