IASCE Forum #2

In this issue of the IASCE Newsletter, we are fortunate to have two entries in the series of IASCE Forum "calling cards" that describe the development of cooperative learning in various countries around the world. Forum coordinators are IASCE Board members Yael Sharan (yaelshar@zahav.net.il) and Kathryn Markovchick (kathrynm@maine.edu). Forum entry #2 in this issue discusses CL in Japan.

JASCE (Japanese Association for the Study of Cooperation in Education) and Cooperative Learning in Japan

Kazuhiko Sekita and Jane Nakagawa

Cooperative learning in Japan since World War II

After World War II, “group discussion” was emphasized as a tool for democratic education. In the 1950s, some researchers showed interest in the educational effects of classroom organization on children’s academic achievement and human relations in the classroom. Prof. Sueyoshi was the leading figure in this sociological approach to cooperative small group instruction. He and his collaborators developed a nationwide teachers’ network and eventually formed the National Consortium for Research on Fostering Individuality and Human Relations (NCRFIH).

At about the same time, psychologists began to research group dynamics in the classroom. Prof. Shiota, drawing upon Philips’ (1948) 6x6 buzz method (6 persons per group discuss a matter for 6 minutes), developed a cooperative learning approach called Buzz Instruction. Later, he and his followers established the Buzz Learning Society (hereafter, BLS).

During the 1960s, corresponding with rapid Japan’s economic growth, rates of high school and college attendance increased dramatically. University entrance examinations became more competitive. In the 1970s, competitive educational practices penetrated junior high and elementary schools. This trend gradually produced many maladaptive students, and in the 1980s, school violence became a major social issue.

Many schools came to depend upon precise codes rigidly implemented in order to try, if unsuccessfully, to manage school violence and other difficulties. Teachers were encouraged to have a “counseling mind” in order to deal with maladaptive behaviors. However, students were treated as isolated individuals.  The role of the group and group dynamics in fostering adaptive human relations was de-emphasized. Focusing on each student’s needs and problems appeared to respect individual differences, but unintentionally led to a competitive ethic that ignored the interrelationship of students and of students and teacher. Students’ learning became smothered. Classroom activities became individual work or mere group work rather than cooperative learning. This trend away from true CL discouraged CL teachers. In the mid-1980s BLS membership, was over 500 teachers, but has dropped to about 100 currently. The NCRFIH, which once had over 1000 participants at national conferences, now has roughly 300 to 500.

Recently educational debates regarding fostering positive student attitudes toward their learning and their will to develop their own lives as a result of their schooling are somewhat common in Japan. To realize these objectives while ensuring children’s mastery of the basics, the Ministry of Education, Culture, Sports, Science and Technology recommended making class sizes smaller and using ability groupings in classrooms. School boards are trying to allocate one school counselor per school and hiring as many part-time teachers as  possible to reduce class sizes.

Unfortunately, Japanese policy makers often do not understand the value of using cooperative learning to achieve educational objectives and promote better human relations in schools, or the negative potential effects of ability groupings (such as low morale of students and self-fulfilling prophecies). Rather than focus on what can create a cooperative and peaceful classroom, they sometimes inflate the importance of class size and neglect to consider a wider notion of "ability" (such as that described by multiple intelligences theory), the value of diversity, or the potential of effective teaching techniques such as peer teaching.

Renewed interest in cooperative learning in Japan

Recently, cooperative learning has been gradually regaining its popularity in Japan. Social constructivism has impacted current educational theories and practices, encouraging teachers to develop learning communities in their classes and schools. Many schools have implemented a kind of achievement-based group learning, belatedly realizing the importance of cooperation due to their less-than-successful experiences with the ability grouping approach. Due to the influence of information and communication technologies on school environments, various collaborative activities utilizing computer networks are being developed.

Several other trends are especially noteworthy. Reform in higher education has induced university administrators to provide more faculty development (FD). The core of FD is to improve each faculty member’s teaching skills, with the key focus on promoting students’ active learning. Learning through discussion (LTD) and project based learning (PBL) are examples of active learning strategies that can combine well with cooperative learning. Since LTD and PBL facilitate students’ critical thinking skills and their preparedness for lessons via active learning, they have attracted the interest of some college teachers.

Due to new national curriculum guidelines, public schools now have integrated studies periods. During integrated study periods, across-the-curriculum lessons, experiential learning, and group project design are being studied and developed by some educators.

Further, chances for learning English and other foreign languages using group-based activities are becoming more popular in not only junior high and high schools but also in some elementary schools and universities, due to the increased acceptance of language teaching methods such as communicative language teaching (CLT). The effectiveness of newer language teaching approaches, such as CLT, and task-based, stimulus-based, and content-based approaches, can be heightened when combined with an understanding of cooperative learning. 

The aims of JASCE

Cooperation is crucial for democratic and humanistic education and for peaceful and high functioning classrooms where real learning and achievement for all students take place. During the last half century, various cooperative learning techniques have been developed in Japan. Although research and practice supports cooperative learning’s effectiveness, as noted above, it is only recently that cooperative learning has enjoyed a modest resurgence of popularity in Japan.

One of the reasons for cooperative learning's low profile in Japan has been few opportunities to exchange information between various groups (such as BLS and NCFIHR). JASCE (Japan Association for the Study of Cooperation in Education) has been established to provide a common platform for educational researchers and practitioners of various subjects at various levels and with varying needs, interests, and specialties. JASCE is an interdisciplinary group seeking to build bridges between teachers, researchers, counselors, administrators, students, and others, in order to strengthen individual efforts towards a pedagogy which is learner-centered, peaceful, and cooperative.

JASCE administers a web-site (www.jasce.jp) to provide a communication channel for teachers, researchers, and others. Our site will teach about cooperative learning and provide information about events, offer resources, and serve as a venue for exchange of ideas among teachers, researchers, administrators, workshop and discussion group leaders, counselors, and others. In the near future, we will also publish an online magazine and an electronic journal. By developing JASCE, we hope to create a vigorous movement to rebuild the research and practice of cooperation in Japanese education.

References in English

Phillips, J. D. (1948). Report on discussion 66. Adult Education Journal, 7, 181-182.

Sugie, S. (1995). Cooperative learning in Japan. International Journal of Educational Research, 23(3), 213-225.

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