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Purpose: Amidst ongoing attempts to think beyond Western frameworks for education, there is a tendency to overlook Japan, perhaps because it appears highly modern. This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought. It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes--both cognitive and noncognitive--found anywhere in the world and inculcate a worldview that is distinct. Design/Approach/Methods: Herein, we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas, then turn to sketch resonances with and responses to other projects outlined in this Special Issue. Our approach is elucidation through relational comparison. Findings: Through this process, we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why--at the empirical level--the outlook of Japanese students, and perhaps other East Asian students, diverge markedly from their Western peers. Yet we also find that an attempt, such as ours, to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts, even among otherwise sympathetic scholars. Originality/Value: In directly responding to these doubts, one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism: Even if divergent thought can be imagined and different cultural narratives explored, dominant readings of empirical "realities" continue to be entrapped in the logic laid by Western liberalism.

Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students' Well-Being report distinguishes between 'happy schools' and 'unhappy schools', showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest 'life satisfaction' scores among all participating countries. This piece points out some of the problems inherent in the OECD's recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future.

Herein we examine the dominant image of East Asian schools as marked by a darker side of widespread bullying, leading to high rates of youth suicide. First outlining the substantial literature on bullying in the English language, we turn to show how -- paradoxically -- the rates of bullying and suicide are no higher, or in nearly all cases, lower than both Anglo-American systems (Australia, England, New Zealand, United States) and high PISA performers (Canada, Finland, Estonia). To explain this, we extend a constructivist approach proposed by sociologists of Japanese youth, suggesting that recurrent 'moral panics' such as bullying are determined, at least in part, by underlying differences in self-construal and views of how society functions. This analysis contributes to recent work that has challenged persistent stereotypes of East Asian education, those images blocking deeper engagement with the underlying differences in approach and philosophy these systems represent.

High student achievement across East Asia is often explained as an outcome of highly competitive, stress-inducing college entrance exams across the region. This 'exam hell' drives students to study longer and harder than their peers worldwide, a race that leads--unsurprisingly--to higher marks in international comparisons such as the Programme for International Student Assessment (PISA). Yet, the race comes at a considerable cost: psychological pressure, forfeited childhoods, regimes of rote memorisation, lack of creativity and private outlays for cram schools. In this article, we seek to refute this outdated narrative by focusing on changes in Japanese education over the past three decades. We first analyse quantitative data for learning time based on three longitudinal surveys conducted by researchers in Japan to show that learning time for Japanese upper secondary students declined during 1980-2000 (Study 1). We then turn to analyse PISA 2015 data to show that now Japanese students study less than their peers in major Anglo-American countries: the USA, the UK and Australia (Study 2). These findings run counter to well-worn images frequently rehearsed in both the academic and popular literature. In helping to remove one of the most persistent stereotypes about East Asian education, we seek to help make visible other explanations for East Asian student achievement.

East Asian dominance in international large-scale assessments is widely known. This is often explained as an outcome of highly competitive, exam-oriented education systems in East Asia, wherein students partake in a fierce competition for limited college entrance. Although achievement scores may be comparatively higher, the argument goes, the relative success comes at a steep price, with the emphasis on high-stakes tests heightening student stress and anxiety. In this paper we refute this persistent and out-dated stereotype by focusing on changes in Japanese education over the past several decades. The two original studies we report herein show that not only do Japanese students feel less school-related anxiety and stress than they once did, but these levels are now comparable to students in America, Australia, and the United Kingdom. In showing that stereotypes do not match empirical realities, we seek to open a richer discussion around East Asian student achievement. We conclude by extending the discussion to recent changes in China, Taiwan, and South Korea. We then raise the possibility that fundamentally different outlooks on the learning process explain both differences in achievement and the persistence of the West's distorted images of Japanese and East Asian education.

Lesson Study is a Japanese approach to teacher development borrowed by American researchers in the late 1990s seeking to break from top-down, "best practice" approaches. Two decades later, Lesson Study has gained a strong foothold in American policy circles. Seeking to contribute to the growing research base, this article looks deeper into the cultural obstacles obstructing effective practice in the American context. It suggests that the divergent onto-cultural basis of the Japanese context may be one major factor that helps make Lesson Study successful in Japan but challenging in other national contexts worldwide, perhaps most of all in the United States. The account is based on a meta-analysis of existing research on Lesson Study (1999-2015), combined with a reconceptualization of a rich ethnographic literature on compulsory schooling in Japan. This account frames the American borrowing of Japanese teacher developed practice in terms of educational borrowing and lending, suggesting that scholars need to return to the puzzle of culture, engage philosophically, and be open to ontological alterity.

In this Forum article, Komatsu and Rappleye report that the results of PISA 2015 released December 2016 revealed a major oddity: reading scores in several of the "leading" East Asian countries had apparently plummeted. An interesting point is that Japan, Taiwan, Korea and Hong Kong are among the most advanced technological societies in the world and the highest scoring in international tests, but yet computers and the Internet are virtually absent from their classrooms. Against this apparent paradox, Komatsu and Rappleye intend in this short piece to explore three reasoning's. First, they seek to empirically confirm the casual observations of Ministry officials and media around East Asia. Second, they use these results to spotlight the implicit ideologies and obvious contradictions embedded in the work of the OECD. And third, they seek to show that the "view from East Asia" is crucially important to help scholars locate their own implicit assumptions about education.

Seeking to contribute to recent attempts to rethink the deepest foundations of the field, this paper offers news ways of contemplating time, specifically its relations to self, nihilism, and schooling. We briefly review how some leading Western thinkers have contemplated time before detailing Japanese scholars who have offered divergent, original, and arguably more sophisticated, theoretical accounts. We then illustrate these ideas by sketching how Japan "borrowed time" following the abrupt political rupture of 1868, showing how "Linear Time" came to be disseminated and diffused, largely through modern schooling. Last, we spotlight the nihilism that has arisen as consequence. Our primary aim is not empirical elaboration, however, but instead disclosure of a complex of relations that the field of comparative education has yet to discuss. We offer both the experience-cum-thought of Japan and this complex itself as reconstructive resources for the field which remains shallow in its parochial presumptions and unwillingness to engage ontologically.

Well-being 2030 has become the latest rationale for the OECD's education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure 'students' feelings'. However, analyses of the OECD's affective turn reveal major problems remain. Our critique is empirically underpinned by an innovative analytical strategy: comparing PISA 2018 student questionnaire translations across different 'economies' that use the same written language (China, Hong Kong, Macao, and Taiwan). Our analyses confirm that the OECD imagines a cultural and context-free world, one in which translation and measurements are simply technical problems to be engineered, rather than deeper 'problems' of worldviews that require attunement. To encourage the OECD to recognise these differences in its future assessments, we offer starting points from recent research in cultural psychology. [ABSTRACT FROM AUTHOR]

As the sustainability imperative looms, mainstream educational research in the English-speaking world continues a long tradition of failing to see food as integral to education. Japan’s tradition of Shokuiku (food education) stands in stark contrast, providing an external reference point to direct critical attention on Anglo-American school food philosophies, policy, and practice. This article analyses Shokuiku, tracing the genealogy of Japan’s 2005 Basic Law on Shokuiku, a landmark education policy that shifted the 1954 School Lunch Act away from the scientific and nutritional discourses of the mid-20th century and back to Japan’s school food cultural traditions. While still teaching nutrition, Japan’s Shokuiku emerges as distinctive in its broader goals of interdependence, gratitude towards nature, emphasis on culture, and awareness of relations between production, consumption, and sustainability. From a pragmatic perspective, Shokuiku may offer new ways to combat rising obesity worldwide, lessen meat consumption, and reduce humanity’s unsustainable ecological footprint. [ABSTRACT FROM AUTHOR]

Herein we examine the dominant image of East Asian schools as marked by a darker side of widespread bullying, leading to high rates of youth suicide. First outlining the substantial literature on bullying in the English language, we turn to show how – paradoxically – the rates of bullying and suicide are no higher, or in nearly all cases, lower than both Anglo-American systems (Australia, England, New Zealand, United States) and high PISA performers (Canada, Finland, Estonia). To explain this, we extend a constructivist approach proposed by sociologists of Japanese youth, suggesting that recurrent 'moral panics' such as bullying are determined, at least in part, by underlying differences in self-construal and views of how society functions. This analysis contributes to recent work that has challenged persistent stereotypes of East Asian education, those images blocking deeper engagement with the underlying differences in approach and philosophy these systems represent. [ABSTRACT FROM AUTHOR]

Seeking to contribute to recent attempts to rethink the deepest foundations of the field, this paper offers news ways of contemplating time, specifically its relations to self, nihilism, and schooling. We briefly review how some leading Western thinkers have contemplated time before detailing Japanese scholars who have offered divergent, original, and arguably more sophisticated, theoretical accounts. We then illustrate these ideas by sketching how Japan ‘borrowed time’ following the abrupt political rupture of 1868, showing howLinear Timecame to be disseminated and diffused, largely through modern schooling. Last, we spotlight the nihilism that has arisen as consequence. Our primary aim is not empirical elaboration, however, but instead disclosure of a complex of relations that the field of comparative education has yet to discuss. We offer both the experience-cum-thought of Japan and this complex itself as reconstructive resources for the field which remains shallow in its parochial presumptions and unwillingness to engage ontologically. [ABSTRACT FROM PUBLISHER]

Researchers and journalists in Japan recently proposed forest management as an alternative to dam reservoir development for water resource management. To examine the validity of the proposal, we compared the potential low-flow increase due to forest clearcutting with the increase due to dam reservoir development. Here, we focused on forest clearcutting as an end member among various types of forest management. We first analyzed runoff data for five catchments and found a positive correlation between annual precipitation and the low-flow increase due to deforestation. We then examined the increase in low-flow rates due to dam reservoir development (dQd ) using inflow and outflow data for 45 dam reservoirs across Japan. Using the relationship between annual precipitation and the low-flow increase due to deforestation, we estimated the potential increase in the low-flow rate for each dam reservoir watershed if forests in the watershed were clearcut (dQf ). Only 6 of the 45 samples satisfied dQf > dQd , indicating that the potential increase in the low-flow rate due to forest clearcutting was less than the increase due to dam reservoir development in most cases. Twenty-five of the 45 samples satisfied dQf <0.2 dQd , indicating the potential increase in the low-flow rate due to forest clearcutting was less than 20% of the increase due to dam reservoir development in more than half the cases. Therefore, forest management is far less effective for water resource management than dam reservoir development is in Japan. [Copyright &y& Elsevier]

Abstract: Several previous studies in Japan have examined differences in rainfall interception amounts induced by differences in forest properties by comparing the annual rainfall interception ratios (annual rainfall interception divided by annual rainfall) from various sites without considering variations in meteorological conditions between sites. Rainfall interception actually depends on meteorological conditions as well as forest properties. This study examined variations in the annual interception ratio relating to the variation in annual rainfall, which would be the primary factor relating to the interception ratio, across Japan with the use of a rainfall interception model assuming the same forest properties (i.e., the canopy storage capacity, canopy closure, leaf area index (LAI), and the bulk coefficient for sensible heat transfer). The ratio ranged between 0.12 and 0.24 across Japan and was highly correlated to annual rainfall. This indicates that considering the variation in annual rainfall is critical for assessing the difference in rainfall interception amounts induced by forest properties. We reconsidered the results of previous studies in Japan that compared annual interception ratios between sites with different forest properties: (i) there is no clear difference in interception amounts between broadleaf and coniferous forests and (ii) there is a positive correlation in stem density and interception amounts for coniferous forests. These results still held when considering differences in annual rainfall between sites. [Copyright &y& Elsevier]

Summary: In Japan, forested areas are usually located upstream of urban and agricultural areas. Estimating annual water yield from such forested areas is therefore crucial for water resources management. For this purpose, estimating annual forest evapotranspiration is required. We developed an empirical model for estimating annual forest evapotranspiration E in Japan based on 43 catchment water balance datasets summarized from earlier publications. The model formulated E as E (mm)=31.4T (°C)+376, where T is mean annual air temperature. This model estimated E observed in forest catchments with an average 6% error relative to incident annual precipitation. This error was comparable to or smaller than the error included in precipitation data due to the spatial heterogeneity of precipitation. High-quality air temperature data are commonly available in Japan, thus this model is a practical tool for annual water yield estimates from forested areas and therefore water resources management. [Copyright &y& Elsevier]

Summary: It is a commonly held belief in Japan, based on a US case study, that coniferous forests evaporate more water than broad-leaved forests. If this is true, converting coniferous forests into broad-leaved forests would result in an increased water yield. However, it is not known whether the US case study is applicable to Japanese forests. A simple model was developed to calculate annual forest evapotranspiration E based on the review of 67 dry-canopy and 16 wet-canopy evaporation studies. We calculated the E values for broad-leaved and coniferous forests under meteorological conditions found in Japan. E of broad-leaved forests was approximately the same as E of young coniferous forests and higher than E of old coniferous forests. The results predicted by the model were supported by water balance data from three Japanese experimental catchments. The conclusion from the data is that coniferous forests do not evaporate more water than broad-leaved forests in Japan. [Copyright &y& Elsevier]

To our knowledge, no one has examined the canopy conductance of a Cryptomeria japonica plantation, although such forests are very common in Japan. We plan to examine the canopy conductance of a Cryptomeria japonica plantation (canopy height 8 m) based on 1-year sap-flow data using the simplified Penman-Monteith equation. This study examines the effect of the aerodynamic control of transpiration before calculating canopy conductance using the simplified Penman-Monteith equation, because the equation assumes that the effect of aerodynamic control is negligible. To examine the effect of aerodynamic control, we examined the dependency of the relationship between the vapour pressure deficit (VPD) and transpiration on wind speed, when solar radiation, air temperature, and soil water content do not limit transpiration greatly. The relationship between VPD and the heat pulse velocity measured 11 m above the ground was dependent on wind speed only when the wind speed was < 0.7 m s-1. This suggests that the effect of aerodynamic control was negligible when the wind speed was < 0.7 m s-1, but that the effect was not negligible when the wind speed was < 0.7 m s-1. Therefore, we should use data from when the wind speed was ≥ 0.7 m s-1 for calculating canopy conductance Gc, based on the simplified Penman-Monteith equation. Although this criterion is site specific, the methods used to develop it are applicable to other sites. [ABSTRACT FROM AUTHOR]

To our knowledge, there is no information on the canopy conductance of Cryptomeria japonica plantations, although such forests are very common in Japan. We examined the canopy conductance Gc of a C. japonica plantation based on 1-year sap-flow data using the simplified Penman-Monteith equation. After selecting data based on the criterion proposed in part 1 of this study (Komatsu et al., 2006. Hydrological Processes 20: this issue), we now examine Gc responses to meteorological factors. Gc was expressed using functions of solar radiation S (W m-2), the vapour pressure deficit D (kPa), and air temperature T (°C). The resulting functions were f1(S) = [(1000 + 30)S]/[1000(S + 30)], f2(D) = exp(-0.54D)/exp(-0.54), and f3(T) = {[(30 - 5) + 14](T - 5)}/{(30 - 5)[(T - 5) + 14]), where f1(S), f2(D), and f3(T) are functions expressing the Gc responses to S, D, and T respectively. The functions were characterized by comparing general functions for coniferous forests, which showed that it was necessary to consider f3(T) to reproduce the 1-year transpiration at the site, and that f1(S) and f2(D) determined here were not very different from the general functions. This paper is the first to determine Gc responses to meteorological factors for a C. japonica plantation. When predicting transpiration from a C. japonica plantation using hydrological or ecological models, the functions determined here should be used instead of the default functions of the models. [ABSTRACT FROM AUTHOR]