Balanced System

Japanese educators and parents lament about "the declining nation's academic achievement".  I heard at least five people talking about it during the informal and formal conversation of my short stay in Japan.  They conclude that Yutori education caused the problem.  During the 80's economical bubble era, the Japanese Department of Education established "Yutori" (affluence time) in order to solve the nation's educational problem.  Back then, the majority of scholars, politicians, and educators were concerned about the mainstream, Tsumekomi Kyoiku (education by cramming).  With the media's incitement, people's perspective on the popular school system became as "the evil practice".  The cause was lack of originality and creativity like many western countries have developed.  It was almost too comical for one of the highest ranked countries to ignore their own quality and envy other countries.  But that's how the Yutori program was introduced.  Under the Yutori program, all public schools cut instructional time and started longer two day weekends.  The national curriculum reduced many standards so kids would spend more time on one project at a time according to the Department of Education.  They looked for the transformation in students from the standardization to the individuality. 

Now, Yutori is no longer popular since children's academic achievement was not as evident as before the Yutori era.  The national curriculum was, again, partially revised.  The subjects that were cut came back on the recent revision of the national curriculum.  Is Japan going back to the strict standardization?  Was standardization a real problem? 

In the mean time, over several decades, the educational reform movement in the U.S. has been searching for the best answers.  Its directions have been somehow similar and different based on the States.  Many U.S. educational researchers have proven with their data that intentional academic goals and effective instructions should happen in every single classroom.  Finally we reached the essential common curriculum throughout the nation.  Although there is some reluctance and unsureness among American teachers, personally, I celebrate for the Common Core State Standards because there are some advantages in our country.  First, as you can see in the history of Japanese educational reform, its trend swayed from standardization to individualization, and again, to the standardization.  Why?  They found out that the standardization doesn't mean to ignore individualism.  Instead, educators understand  the importance of efficient academic goals in each grade level so that they can deliver intentional instructions.  It is absolutely possible to enhance children's creativity in the superior curriculum.  Second, we have been strong in creativity and originality as Japan used to envy.  Especially, if diversive teachers use creativity on the lesson plans, students' understanding in each academic standard would excel.  Many teachers are willing to practice and share their individualization plan ideas through their own Professional Learning Community and some social networks.  The increased population in the National Board, too, is one of the typical pieces of evidence. Third, we prefer something that makes sense.  The evidence based approach approves students' progress, quality of curriculum, and instruction.  Last, we are well trained in utilizing resources.  When a community senior offers to volunteer, most schools accept it.  The positive rapport between students and volunteers is a big part of learning motivation.  Also, many teachers google "lesson plans" to accommodate instructions based on differentiated instruction. 

I excitedly shared these opinions with a principal in Japanese elementary school.  We agreed with that standardization is more than just cramming and that creativity can be developed in the structured curriculum.  Instead of limiting possibilities, we can sort and balance these essential elements.  Then we can unveil individual children's maximum academic potentials in the public schools.  I bowed deeply to him.  He smiled.