Westerners have long complained about the enigmas of Japanese culture. Now comes proof that the puzzlement cuts both ways. Noted Japanologist Keene (On Familiar Terms, 1993, etc.) here interprets 30 Japanese diaries dating from 1860 to 1920, around the time of the Meiji Restoration of 1868, when for the first time in over two centuries the West affected Japanese society on a large scale. At that time, he writes, ``it was as natural for those people to keep diaries as it is for Japanese today to take group photographs as souvenirs of an occasion,'' and from these rich accounts Keene shows that Japanese attitudes toward Western culture ranged from intense curiosity and excitement to complete disdain. Some early travelers found foreign lands to be utterly perplexing, even inscrutable. Complaining of his English hosts' constant attempts to convert him to Christianity, Natsume Sseki writes: ``I wonder who could have invented such a straitlaced society.'' (Keene notes that the Japanese who were most successful abroad were those who had already converted or who did so later.) Provincial governor Muragaki Norimasa, traveling aboard the American warship Powhattan on a goodwill tour of the United States, confesses his hatred for sea chanties and is appalled at the sight of plebeian-looking President James Buchanan: ``He wears no decoration whatsoever...not even a sword.'' Other Japanese found that they hardly recognized their own country after the Meiji Restoration. Keene excavates the plaintive diary of a bedridden young man named Masaoka Shiki, who yearns to see wonderful things that he has only read about in the newspapers: ``lions and ostriches in the zoo'' and ``automatic telephones and red postboxes.'' The diary of Higuchi Ichiy, a learned woman, reveals sadness that in the face of such changes, the women of the upper class still expect her ``to pretend to rejoice over things that do not please me.'' These are the luminous details—not curiosities, thanks to Keene's careful analysis, but real finds—of which the best histories are made.
Pub Date: March 1, 1995
ISBN: 0-8050-2055-1
Page Count: 544
Publisher: Henry Holt
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Jan. 1, 1995
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.
Pub Date: April 8, 1947
ISBN: 1609421477
Page Count: -
Publisher: Macmillan
Review Posted Online: Oct. 17, 2011
Kirkus Reviews Issue: April 1, 1947
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