By Alan Miller, Satoshi Kanazawa
Whereas the implications of low social order are good understood, the results of excessive social order are usually not. but might be nowhere on the planet is social order so good constructed as in Japan, that's hugely equipped, economically winning, and enjoys a secure society. even though, Japan will pay a price--the lack of own freedom, and the shortcoming to take advantage of its voters' talents.In Order unintentionally, Alan S. Miller and Satoshi Kanazawa speak about the results of excessive social order in Japan. They combine quite a lot of scholarship on Japan, starting from experiences by means of criminologists, to non secular stories, to the most up-tp-date social mental experiences. the consequences are often startling and counterintuitive, because the related thought of social order explains both good why Japan has an orderly society with low highway crimes, yet is plagued with difficulties similar to white collar crime.
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Extra resources for Order by Accident: The Origins and Consequences of Conformity in Contemporary Japan
Example text
Nowhere is this mare notable than in company work groups and in the fact that weekend trips, after-work meals, and drinking parties are a regular aspect of the overall pattern, one encouraged by management. (47) As discussed in the previous chapter, dependence arises not only through socialization, but also because of a lack of alternatives. ar positions at large companies is that they tend to hire mce a year, and exclusively new college graduates. Transfers from other comprinies are not normafly sought.
It is telling that at nearly all graduations throughout Japan it is tradition& to sing "Auld tang Spe,'" nostalgic song about days gone by, rdher than talk about the future. This is, of cowse, consistent with the importance placed. cm group identit). above and beyond individual achievement. The point is that through a variety of activities and pedagogical tods, children are socialized into a group setting where they develop a strong sense of identity and belowing. The list of activities tkat serwe to reinwear matchhg cl~Irhesand force this is impressive.
Rz 35 assume the role of classroom monitors and are in charge of bringing the chss to mdcr and mafntainint; discipline. Fuflher, h e n serious disciplhe problems erupt, the teacher typically asks the class to discuss the behavior and decide on m appropriate pul-tishment. Hendry (1986), in her study of kindergartens in the "Tirkyoarea, makes similar observaticms: Ultimately more important than threats made by the teaches is the pressure to confc~rmwhich builds up within the peer group itself. Ear the children to sit: down, it is the children, not she, who grow impatient with the stragglers.
