Synthesizing a Zest for Life With Social Emotional Learning in the Educational System in Japan

Perpetual educational reform can feel like a battle between current trends of methodology. It must be accepted that there will never be a perfect universal educational curriculum and teachers can only strive for improvement. In the process of reforming education, it has become no longer possible to discuss pedagogy, academic achievement, or the culture and climate of schools without discussing social emotional competencies under the framework of social and emotional learning (SEL). This fad, as it is sometimes perceived, encompasses the process through which individuals attain and apply the knowledge, attitudes, and skills necessary to manage their emotions, understand others’ perspectives and show empathy for others, to set and achieve positive goals, develop, and sustain positive relationships and make responsible decisions. This pedagogical concept has been welcomed in Western countries such as the U.S. and the U.K., but will it find a place in the educational systems in the East in countries such as Japan and in what capacity? This paper reviews SEL practice and attempts to disclose some of the differences in thinking style, cultural prejudice, and gender discrimination that may cause problems initializing this reform in the Japanese higher educational system.