ERIC Number: EJ981034
Record Type: Journal
Publication Date: 2012-Sep
Abstractor: As Provided
Reference Count: 39
Some Thoughts on Implementing U.S. Physics Doctoral Education in Japanese Universities
Abe, Yasumi; Watanabe, Satoshi P.
Asia Pacific Education Review, v13 n3 p403-415 Sep 2012
Recent policy debates surrounding Japan's graduate education raise a serious skepticism in the validity of its "research-based" or "learning-by-doing" training approach that these institutions have uniquely established. Proponents of reform suggest drastic restructuring of the graduate programs by replacing the experience-based mentoring aspect with more systematic education that blends an array of coursework and examinations. However, whether such a coursework-based model of graduate training will successfully function without sacrificing the traditional virtue of Japanese practices is an unsubstantiated matter. Japanese graduate schools have produced scientists who have made immense contributions to the advancement in our scientific knowledge. Policy makers and academia in Japan should humbly acknowledge this fact and prudently determine what aspects of their educational content should be reformed and what should be retained. In order to do this, the merits and demerits of alternative models must be clearly understood. The objective of this study is to affirm both the strengths and weaknesses of the traditional approach that Japanese universities need to consider preserving and eliminating, in order to capitalize on their institutional heritage while also building in the educational caliber of the rigorous US graduate training model in the reforming process.
Descriptors: Foreign Countries, Models, Physics, Science Education, College Science, Cultural Context, Educational Policy, Educational Change, Educational Philosophy, Educational Innovation, Comparative Education, Curriculum Development, Graduate Study, Doctoral Programs
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Japan; United States