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Страница будущих «Платонов и быстрых разумом Невтонов» / A Page for the Future ‘Platos and Quick Thinking Newtons’ (M.V. Lomonosov) / Die Seite der zukünftigen “Platons und schnell denkenden Newtons” (M.W. Lomonossow)

Щетвина А. А.

Учитель и ученик в американской и японской школе: опыт сравнительного анализа на материале художественной прозы

Щетвина Анна Антоновна, ученица 9-го класса школы №1199 «Лига Школ» (Москва).

E-mail: sha1205@mail.ru

В статье на примере книги «Взгляд кролика» Кэндзиро Хаитани и «Вверх по лестнице, ведущей вниз» Бел Кауфман сравниваются проблемы взаимоотношений учеников с учителями, а также недостатки американской и японской государственной системы школьного образования 1960-х — 1970-х гг.

Ключевые слова: японская школа, американская школа, учитель и ученик, государственная образовательная система, проблемные ученики.

Литература

Герцик А.В. Герой-подросток в американской и английской литературах второй половины ХХ века // Актуальные проблемы современной американистики (культурологический аспект). Материалы III Международной научной конференции (Минск, 27—28 февраля 2007 г.). Минск: БГУ, 2011. С. 203—207.

Кауфман Б. Вверх по лестнице, ведущей вниз. М.: Азбука-классика , 2005.

Кендзиро Хаитани. Взгляд кролика. М.: Самокат, 2010.

Cave P. Primary School in Japan: Self, Individuality and Learning in Elementary Education. London and New York: Routledge, 2007.

Cummings W.K. Education and equality in Japan. Princeton, N.J.: Princeton University Press, 2014.

Feiman-Nemser S. "Beyond Solo Teaching." Educational Leadership 69.8 (2012): 10—16.

Greer M.C., Rubinstein B. Will the Real Teacher Please Stand Up?: A Primer in Humanistic Education. Santa Monica, CA: Goodyear Pub. Co., 1978.

Gregory M. "Real Teaching and Real Learning vs Narrative Myths about Education." Arts and Humanities in Higher Education 6.1 (2007): 7—27.

Hirsch E.D. Jr. The Schools We Need: And Why We Don't Have Them. New York: Anchor Books, 2010.

Hosotani R., Imai-Matsumura K. "Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers." Teaching and Teacher Education 27.6 (2011): 1039—1048.

Ingersoll R.M. Who controls teachers' work?: Power and accountability in America's schools. Cambridge, MA: Harvard University Press, 2009.

Kohn S.S. "Teaching Beyond Modernism and Postmodernism." English Journal 97.6 (2008): 70—74.

Miyake O., Biesel D., eds. Children's Rights in the Multimedia Age: Proceedings of the Fourth Pacific Rim Conference on Children's Literature. Lanham, MD: Scarecrow, 1997.

Provenzo E.F. Jr., ed. The Teacher in American Society. A Critical Anthology. Thousand Oaks, CA: SAGE Publications, Inc., 2011.

Yoneyama S., Rigby K. "Bully/Victim Students & Classroom Climate." Youth Studies Australia 25.3 (2006): 34—41.

Shchetvina A.A.

Teacher and Pupil at American and Japanese Schools: Experience of Comparative Analysis on the Material of Fictional Prose

Anna A. Shchetvina, pupil of 9^th class, School No 1199 (Moscow)

E-mail: sha1205@mail.ru

The problem of teacher-pupil interaction is one of the favorite plots of novels about school. However, the novels on how the teacher has to find a common language with ‘tough children’ are not only bestsellers. Such literature may provide useful information both for teachers themselves and for researchers and organizers of educational process.

The subject of my article is problems of American and Japanese public schools of the 1960s — early 1970s in Kenjiro Haitani’s A Rabbit's Eyes and Bel Kaufman’s Up the Down Staircase. For these purposes I use contrastive-comparative method and discursive approach. Use of those methods has allowed me to identify two types of teacher-pupil communicative problems that American and Japanese writers describe in their novels. The first type of problems deals with the teacher's ability (and his willingness) finding a common language with problem child or adolescent to understand and protect pupils from families belonging to social lowlife. The second type of the teacher-pupil relationship problems arises as a result of inappropriate management of educational process. In this case, the source of the conflict may be in educational system itself due to its wrong organization (as it is shown in Bel Kaufman's novel). However, the cause of additional tension may be municipal authority, which does not take into account the children's interests when developing and implementation of its administrative decisions (this situation is described in Kenjiro Haitani’s A Rabbit's Eyes).

I make the following conclusions:

(i) Despite the different hemispheres and cultures, different ages of literary heroes-schoolchildren, the authors concerned about the same problem of unsatisfactory work of organs and institutions responsible for the education of children. Both authors are agree that the school should not only provide knowledge, but (a) protect children rights, (b) be interested in full-scale development of the pupils, and (c) to pay particular attention to the ‘tough children’ and not discriminate against them;

(ii) For all the similarity of the short of the matter, for the American school it is much more important. Bel Kaufman gives many typical examples of ‘troubled teens’ suffering from unfair treatment of the school administration, while Kendjiro Haitani leads to only one, not the most common example of a ‘difficult child’. Thereby American author speaks of the need to solve (correct) the problem of ‘troubled children’, whereas the Japanese writer suggests the need to prevent this problem;

(iii) Kendjiro Haitani's novel is a description of the changes. Moreover, the Japanese writer hardly probable not openly calls for action in solving the education system problems. Bel Kaufman is much more careful, she confines herself to description of school problems. She calls not so much to resist to injustice, as reflexing; and she leaves possible future actions at reader's disposal.

Keywords: Japanese school, American school, teacher-pupil interaction, public schools, ‘tough children’.

References:

Cave P. Primary School in Japan: Self, Individuality and Learning in Elementary Education. London and New York: Routledge, 2007.

Cummings W.K. Education and equality in Japan. Princeton, N.J.: Princeton University Press, 2014.

Feiman-Nemser S. "Beyond Solo Teaching." Educational Leadership 69.8 (2012): 10—16.

Gertsik A.V. "The Hero-Adolescent in American and English Literature in the Second Half of the Twentieth Century." American Studies as the Subject of Scientific Investigation. Proceedings of 3th International Conference (Minsk, 27—28 Feb. 2007). Minsk: Belorussian State University Publisher, 2011, pp. 203—209. (In Russian).

Greer M.C., Rubinstein B. Will the Real Teacher Please Stand Up?: A Primer in Humanistic Education. Santa Monica, CA: Goodyear Pub. Co., 1978.

Gregory M. "Real Teaching and Real Learning vs Narrative Myths about Education." Arts and Humanities in Higher Education 6.1 (2007): 7—27.

Hirsch E.D. Jr. The Schools We Need: And Why We Don't Have Them. New York: Anchor Books, 2010.

Hosotani R., Imai-Matsumura K. "Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers." Teaching and Teacher Education 27.6 (2011): 1039—1048.

Ingersoll R.M. Who controls teachers' work?: Power and accountability in America's schools. Cambridge, MA: Harvard University Press, 2009.

Kaufman B. Up the Down Staircase. Moscow: Azbuka-klassika Publisher, 2005. (In Russian).

Kenjiro Haitani. Usagi no me [A Rabbit's Eyes]. Moscow: Samokat Publisher, 2010. (In Russian).

Kohn S.S. "Teaching Beyond Modernism and Postmodernism." English Journal 97.6 (2008): 70—74.

Miyake O., Biesel D., eds. Children's Rights in the Multimedia Age: Proceedings of the Fourth Pacific Rim Conference on Children's Literature. Lanham, MD: Scarecrow, 1997.

Provenzo E.F. Jr., ed. The Teacher in American Society. A Critical Anthology. Thousand Oaks, CA: SAGE Publications, Inc., 2011.

Yoneyama S., Rigby K. "Bully/Victim Students & Classroom Climate." Youth Studies Australia 25.3 (2006): 34—41.

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