How Does Education Shape National Character?

[McGonnagle]

Primary and Secondary Education (Compulsory Education) is a crucial period for building children’s values and ways of thinking. Education during this time not only reflects the culture and society of a country but also plays a role in shaping the future national character.

So, why not share one characteristic of education from your country?
Please share a specific example and how you think it influences national character or people’s behavior.

What to write about in this topic:
・What is valued in compulsory education (elementary and middle school)
・Common activities or routines at school (e.g., drills, classes, events)
・How these connect to the way children or society think and behave

What to AVOID in this topic:
・Debates about whether education systems are “right” or “wrong”
・Topics related to religion or politics in education
(However, sharing about religion itself or cultural practices like worship as beautiful traditions is very welcome. Discussions about education encouraging interest in politics are also welcome, but please avoid debates about specific political opinions or views taught in that education.)
・Criticizing or comparing countries or regions in a negative way

[John Little]

Education methods keep changing. I suspect that different cultures share their methods so modern education practices may be more similar than you might imagine.

Even when our kids started school, we were clearly instructed, on pain of death, not to try to teach them anything but leave it all to the school because of conflicting methods of teaching.

I still feel that there is no substitute for learning multiplication tables and poems by heart. Both aid memory retention but knowing your tables cuts a lot or corners.

[McGonnagle]

In Japanese public schools, there’s a class called *kateika*, which is basically the equivalent of Home Economics. It’s held once a week and taught to both boys and girls. Starting in fifth grade, students learn practical life skills like cooking, sewing, and how to manage money.

The class takes place in a special room called the *kateika room*, which has everything you need—cooking stations, gas stoves, sinks, sewing machines—you name it. It really feels like a space for learning how to live on your own. In cooking lessons (usually once a month), we’d work in groups of four to make simple dishes. Once a year, we’d do a “party cooking” project, where we had to plan the menu, go grocery shopping, and split the cost. It wasn’t just about cooking—it taught us how to plan, cooperate, and budget.

In the sewing part of class, we made things like aprons, stuffed animals, and tried embroidery. We also learned how to use a sewing machine. By junior high, we were even making clothes with sleeves or zippers—pretty challenging stuff, but super satisfying when you finished.

These days, with ready-made meals, online shopping, and cleaning services, you don’t *have to* know how to cook or sew like before. But I still think there’s real value in trying to do things yourself. That “let’s give it a try” mindset is something *kateika* really encourages.

It used to be a class for teaching the basics of running a household—but now, I feel like it also gives you a sense of how fun and fulfilling everyday life can be when you create things with your own hands.

Looking back, for my college graduation party, I couldn’t find the outfit I wanted to wear, so I quickly bought some black velvet fabric and made it myself. After I finished, my mom pointed out that the velvet pile was upside down, making it shine too much. But now, it’s a fond memory.

A photo of a typical Kateika classroom that hasn't changed much in at least 50 years: http://shuusai-e.kishiwada.ed.jp/wp-con ... CF2218.jpg

[John Little]

In Japanese public schools, there’s a class called kateika, which is basically the equivalent of Home Economics.

See? Same here!

[McGonnagle]

In Japanese public schools, there’s a class called *kateika*, which is basically the equivalent of Home Economics.

See? Same here!

Is it the same in the UK?
As far as I know, since the rise of the feminist movement in the 1970s, there has been strong criticism in many countries that Home Economics reinforces traditional gender roles and it goes against gender equality in Western countries. As a result, the subject of Home Economics was either renamed or its content was broken up and distributed across other subjects. In Japan, on the contrary, the trend has been that boys are also required to take Home Economics classes, and that approach has continued to this day.

I'm quite familiar with the American school system, and from what I’ve seen, there aren’t really any classes where students actually cook or sew.

[McGonnagle]

I'm curious about art education in Russian public schools, math education in India, and how political or civic education is taught in Finland. If anyone has first-hand experience with any of these, I’d love to hear your story!

[McGonnagle]

Many people often take their own country’s education system for granted and don’t fully realize its unique strengths and characteristics. So, I asked AI about the unique focus areas in compulsory education around the world. After reading this, do you notice anything that resonates with your own experience?

Here are some examples by AI:

* **Germany**
Vocational education is highly emphasized, with strong programs for vocational training preparation and internships.

* **France**
Civic education is based on the values of Liberty, Equality, and Fraternity, teaching democracy and citizenship.

* **United States**
Health education covers topics such as LGBTQ issues, sex education, mental health, and bullying prevention.

* **Singapore**
Moral education focuses on social responsibility, ethics, empathy, and technology literacy.

* **Finland**
Life skills and environmental education foster self-management, collaboration, and sustainability.

* **Sweden**
Gender equality education promotes understanding of diverse family structures and sexual identities.

* **Australia**
Environmental education and sustainability are deeply embedded in the curriculum.

* **Spain**
Multicultural awareness and language learning are emphasized, alongside social and emotional learning.

* **Portugal**
Progressive and inclusive education with a focus on civic values, social equality, sustainability, and digital literacy.

* **Russia**
Strong emphasis on STEM (Science, Technology, Engineering, Math) subjects, along with cultural heritage.

* **India**
Focus on math and science education, along with moral and civic education rooted in cultural and spiritual values.

* **Taiwan**
Emphasis on creativity, technology, and moral education, with an openness to adopting best practices from around the world.

* **Morocco**
Education includes bilingual programs (Arabic and French), with increasing focus on digital skills and cultural identity.

* **Mongolia**
Education places importance on nomadic heritage and environmental stewardship, alongside modern science and technology education.

* **China**
Strong focus on math, science, and moral education, emphasizing collective values, discipline, and respect for authority.

* **Switzerland**
Multilingual education and vocational training are highly developed, with a focus on practical skills and civic responsibility.

* **Italy**
Rich cultural education including arts, history, and literature, combined with civic education and environmental awareness.

[MoniqueMaRie]

I have tried three times to write something here about the German school system, but I have always held back because my comments would have been judgemental – and perhaps also political.

On the other hand, I have always wanted to learn about other school systems.

In Germany, great importance is attached to oral participation. In times of AI now it's the only way to truly verify knowledge.

Vocational schools (Berufschulen) are, I believe, a specialty that does not exist in many other countries.

[McGonnagle]

　　
I have tried three times to write something here about the German school system, but I have always held back because my comments would have been judgemental – and perhaps also political.

　　　　
Thank you for your comment. I completely understand the feeling of hesitance when discussing intercultural understanding and cultural differences, as explaining these differences is often misunderstood as criticism or an attempt to assert superiority. Unfortunately, this misunderstanding often hinders true intercultural understanding. That’s why I hope more people can move past these misconceptions and engage in real intercultural exchange and constructive dialogue, so that we can deepen our cultural understanding of one another.　　

It’s natural that cultures and systems differ from country to country, and just because something exists in one country and not in another doesn’t mean it’s inferior. In fact, every country is always striving to find the best path forward, based on its own society, culture, and history, learning and adapting along the way. The presence of different systems reflects how each country faces its unique challenges, and I believe every culture has its own unique value.
　　

　　
On the other hand, I have always wanted to learn about other school systems.

　　
I agree. Compulsory education plays a significant role in the development of an individual's sense of self, and regardless of whether we like the system or not, it shapes each of us in various ways. Then, these individuals come together to form society, which eventually creates a nation. In this way, education, individuals, society, and the nation intertwine, and the cycle of cause and effect continues, shaping the national character of the country.

　　
In Germany, great importance is attached to oral participation. In times of AI now it's the only way to truly verify knowledge.

　　
So true. In today's world, where information and opinions are overflowing, the ability to effectively express one's thoughts to others is key to fostering understanding and cooperation. At the same time, it is because listeners are also trained to sincerely strive to understand the speaker’s intent, approach conversations without prejudice, and embrace different perspectives that such communication becomes possible. This balanced approach is essential in creating constructive dialogue.

Vocational schools (Berufschulen) are, I believe, a specialty that does not exist in many other countries.

　　
It's interesting! Could you tell me more about vocational schools (Berufsschule) in Germany? Japan has adopted many aspects of the German education system since the Meiji era, but I believe many things have changed over time. I’d like to learn more about the German influences that remain in Japan’s current education system.

[HeyMarlana]

In Canada, I recall that we were very focused on learning about multiculturalism and history of the countries that weave the fabric into our own country. I now see that it was deliberately done so that we could better understand those who lived in our own neighbourhoods who still had strong ties to the countries they may have recently migrated from. We also had an entire block of about a month to learn about Canada's Indigenous peoples' histories while in primary school. These two facets of the curriculum were important for children to better understand their/our own personal environment.

[McGonnagle]

I now see that it was deliberately done so that we could better understand those who lived in our own neighbourhoods who still had strong ties to the countries they may have recently migrated from.

Canada and the United States are both immigrant nations, but I've finally come to realize that there are important differences in how their societies function. Until now, I don’t think I fully understood those differences, but this new awareness has helped me start to see things more clearly. Thank you for giving me the opportunity to gain this perspective.

Canada has institutionalized diversity based on the principle of coexistence and places great importance on cultural pluralism. In contrast, the United States seems to idealize the idea that people from diverse cultural backgrounds assimilate into a shared national identity. (In American public schools, it is common for students to recite the Pledge of Allegiance before classes start every morning.)

(Is this an accurate understanding?)

This difference might be easier to grasp through the metaphor of food:

In Canada, cultures from around the world coexist while preserving their “authentic flavors.” For example, Indian cuisine is typically served with its traditional spices and cooking methods intact, and Chinese food is often offered in a way that stays close to its original style. This reflects the nature of a “mosaic society,” where cultural differences are respected and allowed to coexist side by side.

In contrast, in the United States, cultural elements tend to be blended and reinterpreted into uniquely American forms. For example, Chinese-American dishes are often adjusted to suit American tastes, becoming somewhat sweeter. Japanese cuisine in the U.S. is also known for its colorful and creative presentation. Rather than simply diluting diversity, this can be seen as a reflection of the dynamism of a “melting pot society” that gives rise to new cultural expressions.

In short:
・Canada = A mosaic society where a variety of authentic cultural “flavors” coexist as they are
・US = A creative melting pot society where diverse cultures are blended into new and original forms

This isn’t about which model is better. Rather, I believe each country has its own values and approaches to embracing diversity.　　

Please feel free to correct me if my understanding is wrong.

[MoniqueMaRie]

It took me a bit to find an article explaining the German "Berufsschule".
I think the explanations here are quite good: https://en.life-in-germany.de/berufssch ... hat-is-it/

First of all: education in Germany is the task of the 16 Federal states. So it can be different in every state. But as far as I know the concept "Berufsschule" is (about) the same everywhere in Germany.

The Berufsschule is an integral part of this system, as it provides the theoretical knowledge that students need to succeed in their chosen profession. The practical training is provided by the companies that students work for as part of their apprenticeships.
I knew someone who became a cook in a big hotel. In the Berufsschule she had to learn at least a bit French because it's the language of "haute cuisine".

The Berufsschule like all public schools in Germany is free of charge.

In dual vocational training programs in Germany, employers play a crucial role in the education of their apprentices. Employers are responsible for providing practical training in their workplace, while the Berufsschule provides theoretical instruction to complement the practical experience. Therefore, it is the employers who ultimately choose the Berufsschule where their apprentices will receive theoretical instruction.

[HeyMarlana]

Canada and the United States are both immigrant nations, but I've finally come to realize that there are important differences
In short:
・Canada = A mosaic society where a variety of authentic cultural “flavors” coexist as they are
・US = A creative melting pot society where diverse cultures are blended into new and original forms

Yes, but since this was a topic about education and how it helps develop children's mindsets to their own environment, I thought it was important to note this about what Canadian children learn when it comes to other countries. In elementary school, I distinctly recall a special presentation on both India and China — as those are two countries where we have had many immigrants from, outside of Europe (mainly since each world war).

Canadian children are taught to appreciate cultures and learn from them, not to think of othering or assimilating (since that already happened during the Residential School years). These lessons coincide with combatting racism in the real world.

I know you didn't want this topic to turn political, and as per the guidelines of the folder, that's not where I'm steering this either, but I think it's interesting that our children in Canada get a lesson on diversity and are put into situations to learn and participate in other cultures meant to set them up as adults who will develop an open mind and do better than the generations before them — all of this, part of their education as early as elementary school.

[PtolemysXX]

I'll throw in another perspective that seems to me very European.

In a one-nation country like Poland history classes had the purpose of building and cementing the national identity. The focus of the history curriculum was clearly on the country (let's say 40%); 30% fell on the ancient history - Babylon, Egypt, Greece, Roman Empire (common heritage) and the remaing 30% were devoted to the rest of the world (the further away the less information). We memorized dynasties, kings, learned dates of important battles. All of it was clearly ours.

The times have changed. Poland has become itself an immigrant country with people from all over the world coming and settling down for good. Children of immigrants go to local schools and Polish becomes their native language.

The question is - how should the history be taught now in this multinational society? Should the focus be kept on national identity and past? Will the newcomers identify themselves with it? Or is it better to accept the irreversible change and adapt accordingly - and by doing this gradually give up the national spirit - or redefine it so it matches the present society structure?

[McGonnagle]

The question is - how should the history be taught now in this multinational society? Should the focus be kept on national identity and past? Will the newcomers identify themselves with it? Or is it better to accept the irreversible change and adapt accordingly - and by doing this gradually give up the national spirit - or redefine it so it matches the present society structure?

　　
Thank you so much! I’m truly impressed by your writing and sharp questions. This is an issue that Japan must also confront.　

[McGonnagle]

Quick question after @PtolemysXX comment: Japan's education system is relatively centralized, and textbooks and teaching materials are required to meet national standards. History textbooks are no exception, of course. (Is this what you would call "Integration of the national spirit" or 'brainwashing'? ) Is this kind of system common worldwide or not?

[PtolemysXX]

Is this what you would call 'brainwashing'?

You can probably call it this way. It is a common practice though and actually it has always been. Fortunately it is not as prominent and penetrating as it used to be in the "dark ages". We are lucky these days to have access to different versions of one and the same story - if we are willing to invest our time in getting to the bottom. History is written by victors. The further you look back in time the more biased the information was. Schoolchildren don't know it yet: they inhale and take for granted what they are told by teachers and what they read in text books and that opens a door to manipulation.

[MoniqueMaRie]

Quick question after @PtolemysXX comment: Japan's education system is relatively centralized, and textbooks and teaching materials are required to meet national standards. History textbooks are no exception, of course. (Is this what you would call "Integration of the national spirit" or 'brainwashing'? ) Is this kind of system common worldwide or not?

In Germany in each of the 16 federal states the learning material can be different.
No I wonder especially about history lessons if children in Northern Germany ever learned more about British history. Hamburg (one of the Federal states) always had close connections to Britain.

In our house there is still somewhere a book for the history lessons in the years around 1940. The content is quite different from the books that were used after 1950.

[HeyMarlana]

The question is - how should the history be taught now in this multinational society? Should the focus be kept on national identity and past? Will the newcomers identify themselves with it? Or is it better to accept the irreversible change and adapt accordingly - and by doing this gradually give up the national spirit - or redefine it so it matches the present society structure?

Speaking as someone from a country that isn't just an immigrant nation, but founded as an immigrant nation, I can tell you that the struggle to find identity in Canada (and the US for that matter) continues to this day. Most people [here] search for and cling to the roots of their forefathers' homelands. It's not uncommon to hear someone blurt out, "I'm Irish" / "I'm Scottish" / "I'm whatever" when what they're referring to is their national ethnicity, not their citizenship. I know it drives Europeans wild, as I see it often grumbled about online when they think that since we're geographically disconnected, we shouldn't therefore make claims that we have an identity of a country we don't live in. (This is false by the way, and I stand by it as someone who was raised in an environment unlike my friends, but closer to that of the country I have roots in.)

That said, Poland might have gone through an [international] immigration boom in modern times, but they have centuries of Polish customs and traditions before this. So if I had to answer your questions as someone from the outside looking in, I would beg of Poland to continue teaching its history to children. If it's not taught, it may become lost, and that would be a terrible shame. At some point, someone is going to ask where a certain tradition comes from, and if no one knows, it will be sought out to find out about. Once discovered, it will be one of those a-ha moments that historians love to experience and share with the world. I can't see Poland forgetting about this, and just moving forward into a blended society allowing their history to become a faded memory. I'm sure Canadians with Polish ancestry would be heartsick if their Mother Country decided it was just time to give up and not bother teaching its history anymore.

In [colonized] Canada, we have a short history in comparison, and when it comes to identity, most of it only piggy-backs the identity of the British and the French as the first settlers. Nothing really stands out as a unique country other than what their purpose was for being here a few hundred years ago. Otherwise, we do teach some of the history of the Indigenous peoples.

Still it remains, that our education system will teach the history that we have, yet find the pockets of time to make sure children are aware of the [ancestral] diversity in their own classrooms.

I distinctly remember an activity I did in Grade 5 with my classmates. My teacher pulled down a large canvas world map and asked each of us where our immigrant relatives came from. We all got to feel special, seeing her then write it on the chalkboard, with each child under a country-category, feeling a sense of belonging with the few kids we shared the commonality with. Our teacher gave each country its respective overview, and something to be proud of. It was a way to learn about each other right there in the classroom, instead of cracking open a textbook and reading about the country. Most of the kids could just talk about what dinners are like in their homes, and what certain traditions looked like. I remember it fascinated all of us. It brought us together, and it also made us feel like it was okay to have roots anywhere in the world. I'll never forget it.

[McGonnagle]

In countries like Japan, where the perception of being a "homogeneous nation" remains deeply rooted, education systems tend to be relatively centralized. This is because a sense of ethnic and cultural unity is often assumed as a given within school education, and the idea that "everyone is the same" serves as an unspoken foundation of the system. In such societies, there is a shared sense that social cohesion can be maintained naturally, even without explicitly promoting particular ideologies or values.

This system has both strengths and weaknesses. On the positive side, it tends to foster a strong sense of social unity and cooperation, allowing for the rapid implementation of policies based on shared values. During times of disaster or national crisis, a unified response is more easily achievable.

On the other hand, this system can make it difficult for diverse perspectives to develop. Opinions that deviate from the norm are more likely to be viewed as "deviant," which in turn makes it harder to recognize problems as problems. Especially when the government seeks to promote ideological education, there is a risk that society as a whole may unconsciously conform to it, potentially leading to an unchecked escalation of educational policy.

In contrast, countries that adopt decentralized education systems—particularly those with a history of accepting large numbers of immigrants, such as the United States—often have differing educational standards and curricula across states and regions. At first glance, this appears to be a flexible system that respects diversity. However, in practice, each region or state may become shaped by its own ideology and cultural values, leading to a kind of internal uniformity. In other words, while diversity may exist at the national level, local communities often develop a form of exclusivist homogeneity.

In such situations, it becomes difficult to establish a shared set of national values or common awareness of social issues. As a result, discussions on societal problems often fail to progress, because the very premises on which arguments are based differ so greatly. In extreme cases, decentralization itself can become a breeding ground for confusion and division.

Given these considerations, it is difficult to say definitively whether centralized or decentralized education systems are inherently superior. What is essential is to accurately understand the structural characteristics and potential risks of each system, and to maintain the flexibility to revise and adapt them in response to changing social conditions.

In your country, under what kind of educational system do you operate? What kinds of challenges or difficulties are you facing, and what kinds of adjustments are being pursued in response?

[McGonnagle]

Recently, I came across news from Germany about a heated debate over introducing a “cleaning time” for students at school, which reminded me of the cleaning time at Japanese schools. In Japan, it is common for students to clean their classrooms, and this practice has long been part of education. From my perspective, the idea that “having children clean for free is a violation of their rights” has never even occurred to me. Cleaning the spaces we use doesn’t feel like a burden; rather, it feels natural and even refreshing. Of course, everyone may feel differently, but I think there is real value in learning from a young age to take care of the spaces around us.

[rudi]

For me as a child it would be (and in reality was) still annoying. But I think it is a good training for not to smudge the rooms and take better care of the whole surrounding, so, yes, of course it's a good idea. But sometimes... kids can be short-sightened They need a little supervision. We had to do it too in school. As it was kind of boring, and the teachers already went home, we made a lot of crap like watering the floor overly... Until the principal catched us

[McGonnagle]

@rudi,
Thank you for your comment! 　　
In Germany, where classrooms and facilities are likely larger than in Japan, it might be more challenging for children to do all the cleaning by themselves. 　　

After all, children often learn by observing adults. If teachers didn’t participate in cleaning, it’s unlikely that the children would feel motivated to do it on their own... 　　

edit: I would like to add that, in Japan’s compulsory education system, cleaning time is part of the official curriculum, and teachers are appropriately paid to provide it as an actual class.

[rudi]

@rudi,
Thank you for your comment! 　　
In Germany, where classrooms and facilities are likely larger than in Japan, it might be more challenging for children to do all the cleaning by themselves. 　　

It was doable However, in the end we survived it

After all, children often learn by observing adults. If teachers didn’t participate in cleaning, it’s unlikely that the children would feel motivated to do it on their own... 　　

Oh yes, you are so very right with that! Just like one cannot be an messy adult and ask one's children to be tidy! This is something that very much adults forget. One has to be a role model, even if its stressful.

edit: I would like to add that, in Japan’s compulsory education system, cleaning time is part of the official curriculum, and teachers are appropriately paid to provide it as an actual class.

Now both of these are really brilliant ideas. I wish it would be the same here.