JAPN 250
SPRING 2010
Feiler (Discussion Questions)
Updated for Spring 2010
[Ch. 1 & 2] [Ch. 4] [Ch. 5] [Ch. 7] [Ch. 9 & 10] [Ch. 14] [Ch. 18] [Ch. 19] [Ch. 21] [Ch. 22] [See below for Ch 23, 24, Epilogue]
Ch. 1 & 2
1. a relationship without clothes on (p. 5) -- “hadaka no tsukiai”
(1) What do you think about Feiler’s experience of sharing a bath with his new colleagues?2. partying -- “enkai”
Would you like to be introduced to your colleagues in this way? Why or why not?
(2) Why do you think Japanese people practice this kind of communal bathing?
What do they get out of it?
(3) What would be a common way to get to know each other in the work place in your
culture?
(1) What do you think of the behavior of the Japanese teachers at the party?
(2) Why do you think they behaved the ways they did?
(3) What would be a typical party for co-workers in your culture?
3. belief of “Japanese uniqueness” (p. 12 & 13)
(1) What do you think of the strong belief held by some/many Japanese that they and their
culture are so “unique” that foreigners will never understand them.
(2) Why and how do you think that those Japanese with this view come to believe this?
(3) Do people in your culture have a strong belief about themselves and/or their culture
which may or may not be true?
4. “Gone With the Wind” (p. 24)
(1) How do you characterize the series of remarks made by two Japanese
reported on p. 24?
(2) How would people in your culture react to remarks of this kind?
(3) Why do you think the two Japanese said what they said?
Ch. 4 (Disc. Q’s)
1. “enkai”
(1) What kind of activities are involved in an “enkai”? List them in order of occurrence.
(2) Do you think you would enjoy participating in a Japanese “enkai”? Why or why not?
(3) What do you think of the following remark by Feiler?
“Not only could I use chopsticks and bow, but I could also make a fool of myself in front of everyone. Now the ceremony could end.”
(4) Are there social customs in your culture that are similar in their functional purposes?
2. morality (p. 54)
What do you think of the following statement by Feiler? Do you think that this is true about Japan? Do you think the reverse is true about the U.S.?
“Morality, as I was learning, is set primarily by society as a whole and not by individuals in Japan. .... In this world shame is more powerful than guilt, because people’s actions are tempered less by fear of internal torment than by the threat of group disapproval.”
Feiler Ch. 5 (Disc. Q’s)
1. Different parts performed by boys and girls in the sports day dance (p. 58)
(1) What did you think of the gender role segregation that Feiler observes as a part of the sports
day festivities?
(2) Do we have a gender-based role segregation in American schools?
(3) What are plusses and minuses of gender role segregation in the U. S. and Japan?
2. Feiler’s reaction to the sports day dance (p. 60)
Do you think Feiler’s frustration is justifiable? Is he trying to impose his cultural value on the Japanese educational practice? Or is it a legitimate thing to expect because gender equity should be a universal concern?
3. gaman (p. 60)
(1) What is gaman?
(2) In what way do the student’s at Feiler’s school have to exercise gaman?
(3) Is gaman (alway) good or bad? What about in this case?
4. “.......that's the difference between the U. S. and Japan.” (p. 61)
(1) Who said this line?
(2) What did the person who said this mean?
(3) What do you think Japanese might think of Americans in regard to discipline and gaman?
Feiler Ch. 7 (Disc. Q’s)
1. “Clothes are a good indicator of character.”
(1) Do you agree with this statement?
(2) Are there any conventions in your culture which reflect this belief?
(3) What do you think about those conventions?
2. sempai and kohai -- seniors and juniors
(1) Do similar concepts exist in your country’s school system?
(2) How is the student-student relationship in the school system structured around such concepts?
Feiler Ch. 9 & 10 (Disc. Q’s)
1. “kumi”--homeroom class
- Like “han”, “kumi” is a unit in which school children perform many group-based activities in Japanese schools. Students strongly identify themselves with the “kumi” and/or “han” that they belong to. What do you think of the strong bond that students develop with other members of their “kumi” and/or “han”?
- Did you have a group-based working unit in your high/junior high school like the Japanese“kumi” and “han”?
- Are there any differences between the Japanese “kumi”/”han” and the working groups you had in jr. high or high school?
2. “gomi-no-hi”--Trash Day
3. school lunch
- Did your high school have an event like this (geared toward community service) on a regular basis?
- What do you think is the educational objective (rational) behind your school’s activities of this kind
- Were the activities voluntarily organized by the students or by the school authority?
- What do you think of Japanese-style school lunch? Do you think American schools should have them too?
- What do you think of “sankaku-shiki tabekata”? Does it make sense? Or is it oppressive?
Feiler Ch. 14 (Disc. Q’s)
1. mothers (pgs. 167-168)
1. What image does the word evoke in your mind?
2. What is the role of mother in Japanese society?
3. Why do you think the image of kyoiku mama, i.e. “education mother” is so strong in Japan?
4. Ofukuro no aji: "food that only mom can make."
2. family relations (pgs. 169-171)
1. Relationship between husband and wife is close.
2. Outward expression of emotions in general and especially between spouses and between
family members is by Western standards minimal. Often emotion between family members
is shown by exaggerating tatemai.
3. Traditionally, family members derive satisfaction from the efficient
execution of their roles.
3. fathers (pg. 169)
1. Biggest role is to model responsibility.
2. What kind of a father is Cherry Blossom?
4. teachers (pgs. 171-173)
1. What kinds of image does the word “teacher” evoke in your mind?
2. Japanese teachers are onshi, or lifetime guides.
3. Do you want to be a teacher? Why or why not?
5. grandparents
1. Do grandparents have a role in your family? Do you see them often?
2. How far do you live from your grandparents? Can you see them when you want?
3. Do deceased parents and relatives have a role in your family?
Feiler Ch. 18 (Disc. Q’s)
1. Japanese students graduate 4 times in their lifetime. However, graduation from junior high is the most
important. Why? (pgs. 210-211)
The importance of bowing (ceremonial bowing) (pgs. 211-212, 214)
Which high schools do students from Feiler’s school end up attending? (pgs. 210-211)
Why are there so few fathers attending the graduation? (pg. 212)
How is Feiler’s school regarded? How do you know? (pg. 213)
2. The Japanese flag and the national anthem. What are they called? What historical baggage is
associated with both the flag and the anthem? (pgs. 214-215)
3. What is kejime? Explain and describe. (pgs. 216-217) How is kejime related to being a shakijin?
4. Why did the soda party get busted? Explain and describe. (pg. 218)
Feiler Ch. 19 (Disc. Q’s)
1. center vs. periphery
1. Are you from a big booming cosmopolitan city or an economically depressed small town?
Or maybe from something between the two extremes? What are the characteristics of the
center - periphery relationship in Japan?
2. Hometown promotion: The Kuzu Genjin. What is this about?. (pg. 221)
3. Depopulation and economic decline in "regional" Japan (pg. 222)
2. sakura “cherry blossoms” (pg. 223 ish)
4. How could sakura symbolize a relationship?
5. How could sakura symbolize regional Japan?
3. Being an outsider in your own community: a failed courtship / relationship in a small town
6. Do you understand why Cho does not want to talk about his failed courtship with Chieko
even with his friends? (pg. 224-225)
7. How is Hara-kun's life (Hara is Cho's friend who lives in Tokyo) different from Cho's?
Feiler Ch. 21 (Disc. Q’s)
1. Bullying in Japan (ijime): One of many forms of discrimination
How is this boy, Saikawa, tormented by his peers, driving him to commit suicide? (p. 238-239)
2. Japanese Outcasts: The Invisible Race
(p. 240-241) Who are Burakumin? Why are they discriminated against? How do they live?
3. Seppuku, an honorable death (pg. 244)
4. Suicide Rates (pg. 245)
5. “… the samurai spirit is still alive…. In the classroom.” (pg. 247-248)
Feiler Ch. 22 (Disc. Q’s)
1. Proper Etiquette (Form)
(p. 250) Feiler leaves out the suffix “sama” off of the name of the person he addresses an envelope
to. Why is this so significant? Why is so much made out of this?
2. Wedding Money
(p. 252) What is it used for? Who gives who gifts at a Japanese wedding?
3. Japanese Weddings, Japanese Valentine’s Day
(p. 257) In what way are celebrations such as these in Japan similar, yet different from those in Japan?
4. Modernization
(p. 209) Despite the modern trimmings of Hara’s wedding, what are his thoughts on the role of his wife
in their married life? What does this say about the dangers of superficial judgments about Japanese life
in general?
Feiler Ch. 23 (Disc. Q’s)1. The School Trip
(p. 261). Where did each class of Sano Junior High School go on their annual School Trip? What was the purpose of this trip?
2. Inspection
(p. 263) What happened two days before the 9th grade trip to Kyoto? Which BOPJCs do you think was this inspection designed to enforce?
3. Going to Disneyland
(p. 266) Though the 7th grade trip to Disneyland was not thought to serve any educational purpose,
from the teachers’ point of view, what were the objectives for the day?
4. Disneyland Japan
(p. 267) In Feiler’s opinion, what is a major distinction between Tokyo Disneyland and it’s cousins in Florida and California?
5. Assignment Inside Disneyland
(p.267-8) What was the assignment Denver gave to his students that Feiler used to hate which he changed his mind about while in Japan? (How did Mrs. Negishi’s experience help Feiler change his thinking in this regard?6. Hansei
(p. 269-70) What did Denver assign his students to day following the Disneyland trip and what is Hansei?
Feiler's Chapter 24 (Disc. Q's)
1. The Last Lesson
(p. 273). What was the objective of Feiler’s last class that he planned with Mrs. Negishi? What did Feiler tell his students about uniform and what happened?
2. Georgia Coffee
(p. 279) What did Feiler’s student tell him about Georgia Coffee at the end of his final class in Mrs. Negishi’s classroom?
3. About Japan
A. (p. 278) What does Feiler think are some of Japan’s strengths?
Discipline, cooperation, responsibility
B. (p. 278) What does Feiler think are some of Japan’s shortcomings?
Stress, bullying, Japanese uniqueness4. Feiler’s Three C’s
(p. 279) What did Feiler think about the following areas of Japanese Education?
Curriculum:
Communication:
Citizenship:5. Sakamoto Sensei Retires
(p.287) Why do you think Sakamoto sensei retired?6. Feiler’s Farewell Speech
(p. 288-9) What was the message of Feiler’s farewell speech?
Epilogue
1. Mt. Fuji
(p. 290). What does Fuji mean?
2. Exercise
(p. 292) Recount the exercises led by Cho that Feiler and his group members performed that led the woman passing by to think they were expert climbers.
3. The Climb A.
(p. 292-95) What was the Climb like?
4. The Climb B.
(p. 292-95) What was the summit like?
5. Visit to Mr. C’s House
(p.295-97 Why did Feiler goes to Mr. C’s house? Why happened?
7. Cho
(p. 296) What did Cho decided to do with his career?
6. The Japanese Dream
(p. 300) What, according to Feiler, is the Japanese Dream?