Emerging Trends in Japan in Education of the Gifted

Abstract

Japan has no formal educational system for gifted children. However, in 2005, Japan’s Cabinet approved and established the third Science and Technology Basic Plan (2006-10), which includes “nurturing the individuality and ability of gifted (sainou in Japanese) children.” Enforcement of this plan is exemplified in programs such as “Super Science High Schools,” “Next-Generation Scientists Programs,” “Science Camps,” and “Japan Science Tournaments.” The number of Japanese participants in the Science Olympiad has increased threefold within 5 years. The characteristics of gifted (sainou) education in Japan are domain-specific, however, and emphasis is placed on science and technology and research and development rather than on education. On the other hand, Japanese people put great faith in the thought that giftedness can be taught. This paper describes trends in educational policy on the gifted in Japan, and the characteristic of Japanese education for the gifted is discussed from both historical and cultural viewpoints.

Towards the Achievement of a Unified, Uniform and Socially-Just 'Gifted Education Policy Acceptable on a Global Scale

“…The characteristics of gifted education in Japan are domain-specific, and the emphasis is given only on 'science & technology ' and 'research & development' rather than education. The general views of giftedness and gifted education among the Japanese are influenced by their historical and cultural contexts that surround this issue (Sumida, 2013). In another example, the dominant culture in the United States values discipline, order, and convergent thinking .…”

A Comparative Study on Scientific Misconduct between Korean and Japanese Science Gifted Students

“…Due to the differences in the educational philosophy between the two nations, the treatment toward the next generation of scientists differs (Frantz & McClarty, 2016;Sumida, 2013). According to Dai and Chen (2013), three paradigms are related to giftedness.…”

“…Korea has included the "gifted child" paradigm, whereas Japan has not included any paradigm of giftedness (Frantz & McClarty, 2016). In Japanese education or society, the word "giftedness" had not been used until recently due to a culture that emphasizes equality and equity (Sumida, 2013). Both nations, however, provide a school system with specialized focus on "science" even though they termed these schools differently based on their own paradigm of giftedness: Korea has "science high schools for the gifted," while Japan has "super science high schools.…”

Neurociências, altas habilidades e implicações no currículo

“…Princípios gerais são discutidos tendo em vista aspectos de educação em ciên-cia visando encorajar crianças e adolescentes para setores de química e tecnologia na Inglaterra e Japão (TABER, 2010;SUMIDA, 2013). Entre abordagens alternativas sugere-se: -Prover as crianças com várias tentativas similares nos assuntos que levem, pela repetição consolidar os itens de memória, no formato de conexões neurais; -Promover pensamento integrado (ex.…”