FORMATIVE AND DIALOGIC INTERACTIONS: JAPANESE SCHOOL AND THE ROLE OF ZENJIN EDUCATION
FORMATIVE AND DIALOGIC INTERACTIONS: JAPANESE SCHOOL AND THE ROLE OF ZENJIN EDUCATION

Summary/Abstract: The present article discusses the system of zenjin-education, and introduces new perspectives on social learning that explore: (a) the proposition that 'good learning' is contingent upon reciprocal and inter-subjective interaction, and (b) the correlation between reciprocal learning interactions ('intersubjective-learning') and the intrinsic motivation to learn. Next, our article turns to field evidence gathered from Chikuzan Primary School in the city of Akita. The analysis introduces the stages of a Japanese math classroom, with a specific focus on neriage in practical contexts and concludes with a section entitled "Reflection".

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