This is my first reaction paper. hee.. please give me comments for improvement. hopefully my arguments are not flawed. :) thanks!

Peak argues that Japanese elementary school attempts to socialize the children into Japanese norm of group orientation by creating a clear distinction between the different behaviors to be adopted in school and at home.

In contrast, Singapore’s education system places greater emphasis on meritocracy than group orientation, therefore explaining the lack of a polarized behavior in different settings. While the Japanese process oriented approach may present itself as an ideal alternative model of nurturing children, it is largely not applicable in Singapore’s context.

Firstly, it contradicts Singapore’s meritocracy model. Encouraging group solidarity means that distinction among individuals’ abilities and rewarding them accordingly, the very values meritocracy is built on, has to be downplayed. To many Singaporeans, instilling values is secondary to accumulating knowledge and giving children a good head start in their formal education. This may explains the adoption of authoritarian approach – to deter children from “anti-social” behaviors which disrupt other children from gaining knowledge.

Moreover, unlike Japan, Singapore is a multiracial immigrant society without one specific cultural identity. Hence any attempts to homogenize society to enhance group solidarity suggest attempts to dilute racial distinctions to conform to the majority. Taken to its extreme, it might be viewed as an attempt to disrupt racial harmony and may result in ethnic conflicts.

In the short run, the Japanese group model and its method of socializing children would not suit the needs of meritocratic Singaporean society which seek to achieve the best possible result in the shortest time. In the long run however, if we are able to overcome the structural and psychological constraints, it may be an alternative to our preschool educators.

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