Posts Tagged ‘Life in Japan’

On Characters in Moby Dick and Moving to Japan

Friday, February 11th, 2011

While living in Japan, I read Moby Dick a total of four times and recommended it about a google times. (Remember when a google was just  a big number?)

Anyway, Moby Dick has always been one of my favorite books, and one character in particular has always been a source of comfort and entertainment. We’ll get to that later, for now though, let’s take a look at a few characters from Moby Dick and how they can be used to describe some of the non-Japanese people I’ve met in Japan.

Captain Ahab… hmmm some maniacal pursuit of something, right? I see him coming to Japan for a fast and furious short period of time in pursuit of something – if it were still during the “bubble economy” period I’d say money, but there are many things an ahab might have his heart and mind set on. I doubt he’d bother to learn Japanese in his focused pursuit, so you can count out Ahab as my inspiration.

Queequeg – Now this is a nice character, and I think there are a lot of long-term resident ex-pat “queequegs” in Japan. Think of the British woman who wears a kimono whenever possible, or the Canadian guy learning Shodo (Japanese Calligraphy). These are good people who, in various manifestations, can innocently illustrate both the beauty and absurdity of some aspects of Japanese culture. A “queequeg” is unapologetic about his own cultural idiosyncracies while not thinking twice to adopt certain aspects of Japan’s. As the original Queequeg was openly cannibalistic, a queequeg in Japan might be seen in costume at a McDonald’s in Akibahara with no irony or ulterior motivations intended.

I picture someone who follows the Pequod’s second mate, Stubb doing well in Japan without becoming especially fluent  in Japanese. This is a serious guy who would navigate the society successfully as a long-term resident. I could see him as the ignorantly blissful (and blissfully ignorant) lifelong resident English expert in a small town or neighborhood. He or she might end up a business or property owner,  and fill a niche somewhere. Stubb might actually be one of the Moby Dick characters best suited for life in Japan.

During my time in Japan, I’ve known a few starbucks as well. Some were people for whom Japan was an OK vacation, a year abroad, but no place to make a home. Starbuck was one to take a stand and stick by his principals. Staying happy and healthy in Japan can require some degree of acceptance and choosing of battles as well as times and places. A person with principles too rigidly held might last a while in Japan depending on how different those principles and some of the fundamentals of lif in Japan mesh. I have known a starbuck who could neither accept nor change some things he saw in Japanese schools, and ended up leaving the country before finishing a year. During the short time he was in Japan he fought tooth and nail to change some things he didn’t like about the schools and strongly praised the things he did.

A “Moby Dick” in Japan could be someone who ends up in Japan brought by fate and happenstance. Some might even have their own Ahabs back home with their own harpooner filled Pequods.

And what about me you ask? Well, call me Ishmael.

An ishmael may be a little sarcastic, maybe a little dark-humored, looking for a little adventure, or some other change, not to mention something to experience and write about. An ishmael must be able to stay good-humored in the face of the good, the not so good, and the completely inexplicable. The only un-ishmael thing about my experience was that I stayed so long in Japan without my “hypos” getting the upper hand.

I’ll leave you with a quote that sums up the idea of Ishmael and me and moving to Japan so many years ago.

“…whenever I find myself involuntarily pausing before coffin warehouses, and bringing up the rear of every funeral I meet; and especially whenever my hypos get such an upper hand of me, that it requires a strong moral principle to prevent me from deliberately stepping into the street, and methodically knocking people’s hats off—then, I account it high time to get to sea as soon as I can.”

Now if you were walking down the street in Philadelphia and had your hat knocked off by some random guy in the mid 1990s, I wholeheartedly apologize and assure you that I got my “hypos” in order during an enjoyable and fruitful career in Japan.

Some Thoughts on Special Education Classes in Japan’s Junior High Schools

Tuesday, April 13th, 2010

For some of my 14 years in Japan, I worked as a junior high school teacher. Working in several different junior high schools allowed me to have some experiences I am sure I would never otherwise have had. Being fluent in Japanese also opened the doors to some unique opportunities. Some of my most memorable experiences took place in the special education classes in Japan’s junior high schools.

Because Japan requires that everyone finish junior high school, public school classes are provided for students requiring special education. These classes often have cute or inspiring names. One common designation for the classes is the “Nakayoshi Gakkyu”. This would be the “get along well” class.

Japanese educational law states that if a parent wants their child educated in regular classes instead of the special education class, their request will be honored. Some people reading this may have taught in the JET or some other program and wondered why some of their students were never put into special education sections. This may have been because of a lack of facilities, or upon the request of the student’s parents.

If anyone out there is currently teaching in Japan, there are several reasons I believe it will be worth your while to request a few teaching hours with the special education classes. I list some of them here:

  • The special education teachers in Japan are top-of-the-class educators. They are some of the best, most open-minded, and well trained people I have ever met.
  • The students tend to absolutely love English, and are often quite good. They make observable progress, and many feel less inhibited when speaking English than when speaking Japanese.
  • It gives a teacher someone to root for. Often, the native English speaking teacher at a school has to teach so many different classes that when the Taiikusai Sports Festival, Bunkasai School Festival, and school year sports tournaments come up, it’s hard to know who to cheer for. The special education class is a good one to identify with and support.
  • Teaching special education is both challenging and educational. If you are interested in cognition, the learning process, the design of materials and assessments, or any serious educational pursuit, teaching these kids will make you think and learn.
  • The memories will stay with you. I have both good and scary memories of teaching special education… mostly good. I like to think the students also remember me.

I have an anecdote to illustrate this last point. Once I was teaching a class in which there was a boy who could speak very little, and couldn’t move most of his body. He was confined to a wheel chair that he steered with his chin. The regular teacher for the class told me that he doesn’t really like English because the English teachers always make him feel like they want him to speak more. Having poor motor skills in his mouth and tongue, he doesn’t really enjoy speaking, let alone a language such as English requiring oral acrobatics.

I taught his class for 6 months doing my best to include him and not pressure him. He did the necessary work, and from what I observed, understood English as well as his classmates. I still, though, had not been able to make him laugh. I knew that he laughed with his teacher and classmates, but I had never seen him laugh in English class. Then one day when other students were silent and writing something, our eyes met. For a moment, he froze and had a look in his eyes I had never seen before. I could have interpreted it as either horror or humor, but then in the midst of the silence, he farted.

His classmates and teacher started laughing out of control. The boy was also laughing as hard as I’d ever seen and had tears in his eyes. When everyone calmed down and got themselves under control, I put on my most serious “teacher-face” and said, “Now that is called a “fart”. It will be on your next exam,” at which time laughter ensued for a few minutes more.

Since that day, silent moments during class often elicited suspicious or accusing smiles from the students in the class. If eyes met, laughter soon followed. The boy I mentioned above, even began to try to sound out English words, and did a pretty good job of it.

I have other stories of fun and funny times teaching special students in Japan, as I’m sure many of my readers do as well. Feel free to share in the comments and inspire our fellow teachers to venture into the colorful classroom down the hall.