In accordance with the Basic Act on Education, the objectives under the Zest
for Living principle are: 1) to promote an ability to think, make decisions and
express opinions independently for problem-solving, while using acquired
basic knowledge and skills; 2) to foster well-rounded characters, so that
students learn to cooperate with others and have consideration for other
people’s needs while exercising self-control; and 3) to encourage people to
have healthy bodies and active lives (MEXT, 2010).
Curriculum
MEXT seeks to introduce diverse verbal activities among children from an
early age, based on the belief that language is the basis of communication,
sensibility and emotional development (MEXT, 2008a). This principle is
reflected in the subjects promoted in the 2008 New Course of Study, which
states, that ‘verbal activities should be employed with a consideration of
children’s developmental stages’ (MEXT, 2008a, p. 13). The guidelines also
note that when designing lesson plans, ‘verbal activities should be enhanced
by way of preparing a solid linguistic environment necessary to deepen the
students’ understanding of, and interest in, language, in order to effectively
develop their linguistic abilities’ (MEXT, 2008a, p. 16).
Together with the tradition in Japanese education of fostering hands-on
experience, the new focus on verbal activities is expected to contribute to
improving the quality of learning. Indeed, the process of verbal activities
entails features of reflective learning. First, students review what they have
experienced, then they internalize what they have acquired by expressing
their opinions in words and sentences (MEXT, 2013a).
Another new aspect is the focus on practical experiences through ‘special
activities’, which in this context refer to educational activities that aim at
developing students’ independence, social skills and individual characteristics.
The special activities are non-academic, and include homeroom meetings,
students’ councils, classroom duties, daily cleaning activities and school
lunches. Although these are not academic subjects, they are considered
important in terms of enabling students to reach their educational goals.
The idea is that the combination of academic learning with non-academic
activities will provide students with a well-balanced and comprehensive
education (MEXT, 2013b). The special activities are often conducted in groups,
because the Japanese believe that group activities enable students to foster
the necessary attitudes to become responsible citizens.