Culture and Intelligence
The Japanese and American cultures perceive and nurture intelligence differently. Unlike their American counterparts, Japan’s teachers focus more on effort. Learners are let to publicly struggle with various problem until they have found the correct solution. The Japanese culture, therefore, implies that learning does not occur because learners are inherently intelligent (Richard, 2008). Rather, it occurs because a learner keeps working at a challenging problem until he or she figures it out.
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Both men and women are seeking a spot in the national workforce, physically or mentally impaired individuals are seeking a niche in the national workforce, and people of divergent races are seeking equally seeking a spot in the national workforce. Consequently, this concept necessitates a higher benchmark and a higher requirement for education so that an individual may be perceived as the best option for a specific job on account of their knowledge and skills.
I summary, the American culture views intellectual struggle in learners as a manifestation of intellectual weakness while the Japanese culture not only tolerates but usually uses intellectual struggle to gauge emotional strength.
Dale, N.P. (1990). The Myth of Japanese Uniqueness. London: Routledge.
Richard, L. (2008). The global bell curve: race, IQ, and inequality worldwide. Augusta, Ga.:
Washington. Summit Publishers.