Humanist trends preschool education in Japan: theoretical and methodological research
AbstractProbed the Japanese system of education of children of preschool age, built on national values such as, is probed: respect to the elders, ability to understand other man, submit general rules, to be tolerant. The main focus of the educational strategy in Japan is on the intrinsic value of every child, regardless of the AI characteristics and abilities. Respect for human subjectivity permeates its entire livelihoods Japanese, from preschool age, and is the fundamental principle of education. Humanistic principles of education in Japan declares: «untalented children there!». The purpose of education in the Japanese education more educational than education is implemented in the idea of «kokoro», which translated from Japanese means: heart, soul, mind, humanity. Contents concept of « kokoro « include: respect for people and animals, sympathy and generous attitude towards others, the search for truth, the ability to feel a great and high, have selfcontrol, protect nature, to contribute to society. This principle permeates the content of all programs, objects, and daily life. The main objectives of preschool Japanese teachers determine: training as a benefit for the child. Modern Japan - this is unique and for many people is incomprehensible country with the economy of high technology and progress, which is called "Japanese miracle". In its competitiveness, among other developed countries of the world, undeniable role is played by the high degree of acquiring knowledge. Specificity of the Japanese system of education is determined by the national peculiarities of the socio-economic and cultural nature of the Japanese. Education in Japan is a cult sponsored by the family, society and the state. Since childhood, the Japanese are constantly and intensely studying. Understanding the processes taking place in modern Japan, from the point of view of immersion in the sociocultural context of its own and world history, we come to two difficult intertwined realities. On the one hand, the Japanese are famous for their ability to borrow others' achievements. Original developments, new forms of organization of production and training activities, created in other countries, are often widely used in Japan much earlier than in their homeland. But on the other hand, borrowed external forms are filled with their national content, which allows to achieve phenomenal results. The main task of the policy of the Japanese state in the field of education was the education and training of a creative, extraordinary thinking, harmonious and spiritually developed personality, able to act in diverse, consolidated public and state structures.
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