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The Uni-Files

A candid look at EFL life and lessons from a university teacher's perspective.

October 22, 2009

Universities as glorified high schools

University is when students should be expected to take charge of their own education, to become autonomous learners, to be weaned from the dependency and passivity of high school pedagogy. Why then do so many universities in Japan do everything they can to foster the image of a glorified high school?

Take the chimes, for example. Yes, in a university!!! Although I've become somewhat inured to them over the years, I was shocked whern I first heard that kin-kon-kan-kon echoing through the uni corridors. Having students depend upon an automated command to get them into their classrooms on time does not bode well for the development of self-reliance or independence.

Next- look at those timetables. Most students seem to have each koma filled with a scheduled class. Five days a week, 4 koma a day. Little or no time for reflection, absorption or, most importantly, extended reading and research. Universities should be allowing students time to integrate what they've been learning, allowing time for further independent exploration, but no. It's the familiar high school regimen of one lesson after another, encouraging a passivity to content, a tacit reaffirmation of the lecturer-recipient notion of education.

This is also reflected in much university classroom architecture. Sure, unis the world over have some amphitheatre-styled classrooms but, despite their popularity on TV dramas as being somehow representative of standardized university 'atmosphere', in reality one can usually find far more facilities suited for interactive seminars or tutorials. But while Japanese educators seem to be very aware of the utility of seminars and tutorials, the architecture in Japanese unis rarely reflects this. Rooms used for seminars in Japanese unis often not seem designed for such a purpose, in fact they are often makeshift storage-type rooms. Seminar-type classes are often scheduled in rooms with a fixed frontal lecturn and fixed seats, moulded to the floor like prison toilets. Trust me, this is not conducive to seminar or tutorial-style engagement. Once again, it's all so redolent of high school. (Of course, many universities were designed in the late 60's or early 70's when Japanese educational architecture was apparently going through its Stalinist-Brutalist phase).

After their classes, which also foster that junior high schoolish separation of males and females, (sidebar- what is it with this? When I was a uni student I made damned sure that I was always in close proximity to attractive females as a matter of course!), students are behoven to THE MOST IMPORTANT ASPECT OF THEIR UNIVERSITY EDUCATION- BUKATSU! (clubs). I don't blame them because the timetabling system pushes them into a recess-playtime mentality whenever free time, and the concomitant dangers of possible 'asobi' (shudder), raises its ugly head. But again, where is the disjunction from high school?

Another thing that is likely to make students reminisce about the warm, familiar bosom of high school ed is the odd habit seen in many uni faculties of having the exact same students going from class to class together as a single unit. So much for meeting a wide-variety of peers and exposure to different atmospheres. They can instead function as a unified troop, an alignment
that can be particularly hard on teachers, who might appear as unwelcome outsiders in such closed and secure personal settings.

Now it's not as if Japanese educators and/or administrators are unaware of the greater objectives of university education, the goals of developing the whole person. Many are explicitly opposed to a corporate training-ground mentality and decry the same dubious 'academic' meme that I've described above. So what gives?

One positive move that I have noted is the introduction of many EAP (English for Academic Purposes) type courses for first year students. Instead of a standard rules-based orientation, students are shown how to carry out research, take notes, deal with textbooks and homework assignments in a manner that befits a tertiary instution (or at least prepares them adequately for the rigors ahead).

This is a worthy first step away from the shackles of a high school mentality but there is still a long way to go.

« (1) Japanese English teacher stereotypes and (2) boring academic journal writing | Main | Needs analysis nonsense »


Hi Mike. You forgot the uniforms. Yes, some universities still have a uniform for formal gatherings. Unbelievable, but true.

Mike, you wrote: "One positive move that I have noted is the introduction of many EAP (English for Academic Purposes) type courses for first year students. Instead of a standard rules-based orientation, students are shown how to carry out research, take notes, deal with textbooks and homework assignments in a manner that befits a tertiary instution..."

In my experience, Japanese university students need specific training to do all those things in their native language.

Treb- I should have written that the EAP-styled courses are in Japanese (so, my 'E' was misleading) to deal with that missing educational link. Of course I wouldn't want to abbreviate Japanese for Academic Purposes for obvious reasons...

One other positive step. We have a new building that contains a large number of seminar/tutorial rooms- built specifically for those purposes. It seems newer buildings elsewhere are being fitted this way too.

I haven't noticed many uniforms. Private unis perhaps? The closest our students get is when we hold a Buddhist ceremony to offer thanks/respect for the bodies of the dead that anatomy students will be practicing on. At that time the 'uniform' is pretty much your standard funeral gear.

Yes, I agree. Actually that is why I prefer high school teaching. At least there, the students act more like their age.
I find university teaching harder, especially now that the TOEIC is being pushed and certain students are expected to reach a certain score (500-600) by the time they graduate. That is how it is at my university.

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