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<CENTER><H3>Core Three: Non-Western Worlds</H3><BR>
<H2>Social Science 162</H2>
<H1>Individual & Society in Japan</H1>
<P><IMG SRC="../otherimages/nihonkojinshakai.gif" WIDTH="165" HEIGHT="35" ALIGN="bottom" NATURALSIZEFLAG="3"><BR>
<H3>Semester:_______</H3></CENTER><BR><BR>
<BLOCKQUOTE>
<P><HR><H3>Instructor</H3><BR>
<BR>
Dr. George L. Pamental (Laurie) <BR>
Department of Management <BR>
Office: Alger 225<BR>
Hours:<BR>
Phone: 456-8760 (o) 295-5885 (h)<BR>
<P><CENTER>
<B><I><A HREF="mailto:gpamental@grog.ric.edu">gpamental@grog.ric.edu</A></I></B>
</CENTER>
<P><HR><BR><BR>
<H3><CENTER><A NAME="Contents">Contents</H3>
<BR><BR>
<H4><A HREF="#Introduction to Core Three">Introduction to Core Three</A></H4>
<H4><A HREF="#Why Only One Culture?">Why Only One Culture?</A></H4>
<H4><A HREF="#About Japan">About Japan</A></H4>
<H4><A HREF="#About the Course">About the Course</A></H4>
<H4><A HREF="#Objectives">Objectives</A></H4>
<H4><A HREF="#Required Texts">Required Texts</A></H4>
<H4><A HREF="#Method/Requirements">Method/Requirements</A></H4>
<H4><A HREF="#General Requirements & Grading">General Requirements & Grading </A></H4>
<H4><A HREF="#Weekly Course Schedule">Weekly Course Schedule</A></H4>
<H4><A HREF="japan.html">Related Readings</A>
</H4></CENTER>
<BR>
<BR>
<HR>
<H3><A NAME="Introduction to Core Three">Introduction to Core Three</H3>
<BR>
There are some of us who love to learn about new things, who are fascinated
by differences, and relish the opportunity to meet new people, visit new
places, sample new foods, and learn new things. We jump at the opportunity
to discuss new ideas and debate different values. But that's not why this
course exists. This course exists because several of us believe it's good
for you. We can't get away from the simple truth -there is value in knowing
about another culture. And it doesn't make much difference what culture,
because the value comes from the <I>comparisons</I> you will make between
whatever culture you are studying and your own. An important value of studying
another culture comes from the deeper understanding of yourself which results.
This new understanding represents growth, and part of the growth is the
recognition that there are others in the area, state, country, hemisphere,
world, universe who are different, <I>and have just as much right to their
beliefs as we do to ours.</I> <BR>
<BR>
Rogers and Hammerstein, in their musical, <I>South Pacific, </I>deliberately
included a controversial song, which started like this:<BR>
<P><CENTER>"You've got to be taught to hate and fear,<BR>
You've got to be taught from year to year,<BR>
It's got to be drummed in your dear little ear,<BR>
You've got to be carefully taught.<BR>
<BR>
You've got to be taught before it's too late,<BR>
Before you are six, or seven or eight,<BR>
To hate all the people your relatives hate,<BR>
You've got to be carefully taught,<BR>
You've got to be carefully taught."</CENTER>
<P>It was controversial because many people did not want to admit that prejudice
exists, a lot of people did not want to admit their own fears. But to their
credit, Rogers and Hammerstein kept the song in, primarily because it was
appropriate to the story - a young Navy lieutenant from an upper-class home
in Philadelphia had fallen in love with an island native. The young officer
recognized a sad truth, that many of us grow up thinking that "our"
way is the "right" way, and any deviation is to be suspected.
So, one practical value of knowing about another culture is to avoid offending
a person you may wish to meet.<BR>
<BR>
Another practical value of knowing about a different culture is the possibility
of being offered a job in a firm from another country. Or, closer to home,
there are courses offered here which involve e-mailing with students from
other countries to exchange information, or even do joint projects. You
surely don't want to offend the person who is your source of information.
Further down the road, you don't want to feel stupid or embarrassed when
your own child asks you a question about a new classmate of theirs.<BR>
<BR>
Another reason is the very fact of your becoming a college graduate. In
that capacity you sometimes will find your opinion valued by those who did
not go to college. How can you respond intelligently to questions on important
issues in the news, such as immigration policies, trade disputes with other
countries, a local plant closing due to international competition, or for
whom to vote. These issues are in today's papers, they are already among
us and need to be addressed. How should you respond?<BR>
<BR>
When you report for a job interview and discover that the company's representative
is from a particular ethnic background, how do you respond? When a new family
moves next door, how do you respond? When your son or daughter brings home
a new friend, how do you respond? When you are assigned to work with another
employee, how do you respond? How do you impress your boss when he or she
is from a different ethnic background? How do you treat your employees or
the people who report to you when they are from different backgrounds? These
are some of the reasons why it is important and valuable to know of other
cultures.
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="Why Only One Culture?">Why Only One Culture?</H3>
<BR>
You now may be wondering about how all of these questions can be answered
by a single course. Good question! They can't. There are thousands of different
cultures and languages out there. But extensive study of a single one of
them can have a unique and extremely valuable advantage.<BR>
<BR>
<BR>
"Know thyself." This was the sign over the entryway to the oracle
at Delphi, a place where deities could be consulted to find out about the
future. The Greeks realized that to prepare for the future required an understanding
of oneself, it didn't make sense to know the future if one did not know
him- or herself. And that's the first advantage of studying a single culture,
the comparisons you will be making and the resultant increased understanding
of your own values and beliefs. We cannot be sure of others until we are
sure of ourselves. <BR>
<BR>
It is true that this could be accomplished by studying several different
cultures, but the study of one, in depth, provides us with the exhaustive
analysis of our own fundamental beliefs so necessary to reaching an understanding
about others. The exercise of exhaustive self-analysis through comparison
can bring home to us in a powerful way that there are legitimate and understandable
reasons why some others have very different fundamental values. It is important
to realize that we are not duscussing superficial differences such as clothing
or food, but basic behaviors like who we pray to and what we pray for, or
if we pray at all. Things like touching another person, when, and where.
Things like looking another person in the eye, or not. Things like raising
children, lying, keeping promises, and having sex.<BR>
<BR>
And coming to this understanding through a systematic and detailed analysis
prepares us for doing it again, on our own, when the occasion call for it.
In other words, the exhaustive analysis not only deepens our understanding
of ourselves and leads us to truly knowing another culture, but it prepares
us for knowing yet others as well.<BR>
<BR>
Part of this preparation stems from the method of analysis called for by
the General Education program. This course, and all the courses in the program,
call for:<BR>
<BR><UL>
<LI>persuasive speaking<BR>
<LI>critical analysis and synthesis<BR>
<LI>receptive listening<BR>
<LI>clear and rhetorically informed writing<BR>
<LI>critical and engaged reading<BR>
<LI>applications of technology</UL>
These are valuable skills and abilities which transcend any particular course.
They will help you in your other coursework and they will help you outside
school.
<BR>
<BR>
<B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="About Japan">About Japan</H3>
<BR>
Japan has changed more in the past 125 years than any other country in the
world. It has gone from a society which was virtually closed to the outside
world for over 250 years with no heavy industry save cannon making, to a
highly industrialized society with the most dynamic economy in the world.
It has become one of the most modernized societies in the world, yet it
retains as essential parts of its culture beliefs and behaviors which have
remained virtually unchanged for centuries.<BR>
<BR>
Japan's high school graduates have had an education equivalent to that of
U.S. college graduates, including six years of English. The per capita income
of Japan has surpassed that of the U.S. The Japanese have become world leaders
in several high-technology industries. At the same time as these significant
accomplishments, Japanese women are virtually excluded from the managerial
ranks of the job market, the average home in the Tokyo area is approximately
600 square feet, and the cost of imported U.S. steak is over $50/pound.<BR>
<BR>
Today, educated Japanese still pay homage to earth gods when planting a
garden or building a home. In a country where a significant role in the
lives of most of the population is played by flowers, gardens, and nature,
there exist severe environmental problems stemming from pollution. In a
country which is a world leader in the manufacture of sophisticated communications
equipment, the national language is comprised of two syllabaries plus several
thousand Chinese characters. Finally, in a country which has a population
density greater than any other country in the world, the serious crime rate
is one of the lowest, young children go alone on the streets on their way
to and from school, and young women can walk the same streets late at night
without either a companion or fear. <BR>
<BR>
Japan has become our strongest economic competitor as well as our richest
ally. It is very much like the U.S. with its advanced technologies and up-to-date
products, its fads and fashions, its love of sports, and the pace of its
city life. Yet it is as unfamiliar to us as some out-of-the-way undeveloped
country with which we have little contact. Its customs, language, behavior,
values, and goals are a puzzlement to many Westerners. This should not be.
Modern Japan is real, it is here to stay, and it is becoming increasingly
more important to the economic well-being of not only the United States
but the world as well. <BR>
<BR>
If we are to coexist as friendly allies and competitors, we must be able
to communicate effectively. And if we are to communicate effectively, we
must understand one another. This course should help you come to a better
understanding of this country of such intriguing contrasts, ancient traditions,
and modern ways.
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="About the Course">About the Course</H3>
<BR>
To understand the Japan of today, we will begin, as they say, at the beginning.
We will go back to the early period of Japan's history to discover the beginnings
of those cultural institutions and characteristics which are still operative
today, influencing behavior. We will read from Japan's equivalent of the
Bible and their "begats." We'll look at the major periods of Japanese
history to identify those factors which help to define today's Japan and
which affect Japanese society, both individually and collectively. Included
in this survey will be the folk heritage and traditions, and the arts, which
are so important to the Japanese. <BR>
<BR>
Once we have identified Japan's major historical roots, we'll look at those
major aspects of a culture which serve to preserve as well as define its
uniqueness--language, religion, and education--their evolution and their
current composition and influence.<BR>
<BR>
Next, we will examine a key cultural characteristic which serves to distinguish
Japan from many other countries: the relationship of the individual to the
group. This characteristic plays an important role in the everyday life
of Japan's citizens, and serves in a major way to define their culture's
uniqueness.<BR>
<BR>
We will look at the relationship between government and business which is
so important in Japan and, finally, we will examine the daily lives of men
and women.
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="Objectives">Objectives</H3>
<BR>
To understand Japanese culture and society, expecially as they impact on
individual roles and behavior, and the historical antecedents leading to
the Japan of today.<BR>
To gain experience and confidence in listening, speaking, reading, and thinking
critically. <BR>
To gain experience in writing clearly and persuasively.<BR>
<BR>
To know yourself better, clarify your own values and beliefs, and to learn
to accept those who are different.
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="Required Texts">Required Texts</H3>
<BR>
Bruce S. Feiler. <I>Learning to Bow: Inside the Heart of Japan</I>. New York: Ticknor & Fields, 1991.<BR><BR>
George L. Pamental. <I>Daijoobu: Learning from the Japanese</I>. Unpublished manuscript, 1996.<BR>
<BR>
Edwin O. Reischauer and Marius B. Jansen. <I>The Japanese Today: Change
and Continuity. Enlarged Edition.</I> Cambridge: The Belknap Press of Harvard University, 1995.<BR>
<BR>
Jan Vanolia. <I>Write Right!</I> Berkeley: Ten Speed Press, 1995.<BR>
<BR>
Ezra F. Vogel. <I>Japan as Number 1: Lessons for America.</I> New York:
Harper & Row, 1985.
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="Method/Requirements">Method/Requirements</H3>
<BR>
Writing and discussion will be the major components of the course, as follows:
<H4><CENTER><I>Class Participation</I></CENTER>
</H4>
There will be a variety of activities taking place in class, from criticising
the writing of your groupmates to preparing a group analysis. Your active
involvement (not just merely showing up) is required. More important, though,
will be the quality of that involvement. Hence you will be evaluated on
the logic of your arguments, your supporting rationale, how well you understood
the weekly reading/viewing, your ability to be critical of another's work
but express the criticism in a way that does not offend, and your ability
to take criticism constructively and not be offended.
<H4><CENTER><I>Weekly Analysis</I></CENTER>
</H4>
There will be assigned readings for each class, and each student will write
a one page critical analysis built upon the theme of comfort and familiarity.
Specifically, each of you will respond to the questions "Why would
I feel uncomfortable with a certain cultural characteristic, or practice,
or behaving in a manner described in the readings?" and "Why are
the Japanese comfortable with those characteristics or behaviors?"
Naturally, the ability to answer these questions should improve as the course
progresses, and this progress will form an important component of my evaluation
of your answer. <BR>
<BR>
In class, in small groups, you will exchange your analyses and write a group
analysis which will be read to the class as the basis for discussion for
discussion in class. All papers will be collected, but not graded. They
will, however, cause a reduction in the Weekly Analysis grade if not completed.
<H4><CENTER><I>Short Paper</I></CENTER>
</H4>
One formal paper will be required. It will be based upon one of three historical
periods: the pre-historical through classical period, the Tokugawa period,
or the Meiji Restoration. Your focus should be a critical analysis of the
changes which took place during the period and their contribution to Japanese
socio cultural development.<BR>
<BR>
Note that these are research papers, not merely a re-statement of the readings.
You are expected to use outside sources (at least four, but <B>no encyclopedias
or Time-Life type series</B>) to support your views. Naturally, since this
will be the first time most of you will have investigated the topic, most
of what you write will require an indication of the source, i.e. footnotes
or endnotes. Don't be surprised if every paragraph has at least one reference,
and often more. A bibliography is also required. <BR>
<BR>
The requirements are a brief statement of intent (what you plan to analyze)
and an outlline (how you propose organizing it), a first draft, and a final
draft. In addition, you will write formal critiques of the work of two classmates
(and they of you). The papers will be done in stages as follows.
<UL>
<LI>Write statement of intent / outlineoutside class
<LI>Discussionin class
<LI>Write formal critique of others' workoutside class
<LI>Discussion of each member's critique in class
<LI>Write first draftoutside class
<LI>Exchange first draftsin class
<LI>Write formal critiqueoutside class
<LI>Discuss formal critiquein class
<LI>Write final draftoutside class
</UL>
<BR>
First, you prepare your statement of intent and outline of organization
and bring three copies to class, one for each of your groupmates, and one
for me. In groups of three you will exchange material so that two of your
classmates will read your material and you will read theirs. As a group
you will then discuss all three proposals/outlines. <BR>
<BR>
Outside class you will fill out a formal critique form (provided by me)
and bring to class, with the proposal/outlines, for discussion. Again, bring
three copies of your critiques, one for each of your groupmates, and one
for me. You will also receive feedback from me.<BR>
<BR>
After receiving formal criticism on the proposal and outline, given and
discussed in class, you will take this information home and prepare a first
draft. Again, bring three copies to class to exchange. You'll take your
groupmates' drafts home, read, and prepare a formal critique. These will
be brought to class for group discussion, along with the critique forms.
You want to be able to see how the criticism affected the writing.<BR>
<BR>
Finally, you will take the last round of critiques home and write your final
draft. Thus, each student will have the benefit of two formal criticisms
of their work, class discussion, plus feedback from me, to be used in preparation
of the final draft.<BR>
<BR>
You will submit the first draft along with the final draft to me.<BR>
<BR>
The papers will be evaluated based upon your understanding of the situations
chosen for analysis, the logic of your argument, how well you support that
argument with rationale, and the quality of your writing- clarity, simplicity,
and mechanics (spelling, punctuation, and grammar).
<H4><CENTER><I>Term Paper</I></CENTER>
</H4>
This will be a term-long investigation in which you will analyze and synthesize
the course material to develop a cogent, thoughtfully reasoned, and persuasive
argument to answer any four of the following questions:
<UL>
<LI>What are the prospects for the future of a female Japanese high school
student, class of '96?
<LI>How does the Japanese language influence/reinforce behavior?
<LI>The group holds a special place in Japanese culture. What is the origin
of this behavior and<BR>
what are its consequences?
<LI>Explain and discuss the concepts of <I>amae, honne, tatemae, on </I>and
<I>giri</I> with respect to <BR>
Japanese behavior?
<LI>How do the Japanese' formal and informal education systems relate to
Japanese abilities <BR>
and behavior?
<LI>Why do you think the Japanese accept so much governmental control, high
prices, and <BR>
corruption?
<LI>How did the early, Tokugawa, and Meiji periods' developments affect
today's Japan?
<LI>What have been the consequences of the A-bomb explosions for Japanese
society?
</UL>
The procedure will be the same as for the shorter paper, except there will
be no formal feedback from me during the process. However, if you wish,
you may bring material, and your questions, to me at any time for discussion.<BR>
The papers will be evaluated based upon your understanding of the material,
the organization and logic of your argument, how well you support that argument
with rationale, and the quality of your writing--clarity, simplicity, and
mechanics (spelling, punctuation, and grammar).
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="General Requirements & Grading">General Requirements & Grading</H3>
<BR>
<UL>
<LI>Class participation is an important part of the course, and much of what
you learn will come from those discussions. Therefore, attendance is mandatory.
Unauthorized absence will result in loss of participation credit <B>and</B>
a penalty deducted from the final grade.<BR>
<BR>
<LI><UL>There is no specified length for either paper. However, there are requirements
for the mechanics of both:<BR>
<BR>
<LI>Papers will be computer generated. If you use a dot matrix printer, <B>do
not use one with a dull or worn out ribbon.</B> <BR>
<BR>
<LI>There should be a cover sheet with your name, the date, the class, and
the subject. <BR>
<BR>
<LI>Use a 10 or 12 size and a plain font such as Sans Serif, Geneva, or Helvetica
(most word processing programs will have at least one of these.)<BR>
<BR>
<LI><B>Back up your file every few paragraphs, and make a second copy on a separate
disk. </B>If you are using the labs at the college, make sure to do this,
and <B>do not wait until the day the material is due to print your copies.</B>
There are too many things that can go wrong to wait until the last minute.
This is particularly important, since<B> no late papers will be accepted.</B>
I simply have too many papers from different classes to have late papers
to worry about. More important, you need to have the material in time for
your groupmates to read it in class.</UL><BR>
<BR>
<LI><UL>Grading will be based on the following weights:<BR>
<BR>
<LI>Class participation 10%<BR>
<LI>Weekly analyses 15% (automatic, if all assignments completed on time)<BR>
<LI>Short paper first draft 10%<BR>
<LI>Short paper final draft 20%<BR>
<LI>Term paper first draft 15%<BR>
<LI>Term paper final draft 30%</UL></UL>
<BR>
<BR><B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><CENTER><A NAME="Weekly Course Schedule">Weekly Course Schedule</CENTER></H3>
<BR>
<B>Week 1</B> Introduction, discussion of syllabus, General Education, Core,
etc. <BR>
<BR>
<B>Week 2 </B>Early history. Readings from the <I>Kojiki</I>, origins of
the imperial dynasty, influences from<BR>
China, Prince Shotoku, and the first novel (<I>Genji Monogatari</I>).<BR>
<BR>
<B>Week 3</B> The Tokugawa Legacy. Closing Japan and the unification of
government. Development<BR>
of currency, roads, towns, a merchant class. The end of the <I>samurai</I>
and the birth of the<BR>
bureaucracy. Confucian education, taxes, the census,<I>Ukiyo-e</I> and the
Impressionists.<BR>
<BR>
<B>Week 4 </B>Meiji and modernization. Overthrow of the Tokugawa, the search
abroad for knowledge.<BR>
Creation of institutions---newspapers, police, education system, army, railroad,
telegraph,<BR>
factories, etc. Relations with the West, the seeds of nationalism, and the
birth of a<BR>
women's movement. <B>Short paper intent/outline due.<BR>
<BR>
Week 5</B> Hiroshima and the Occupation. The end of the Emperor's deity
and the new constitution.<BR>
The recreation of industry and the return of the <I>zaibatsu.</I> The economic
miracle, rich <BR>
Japan, poor Japanese. <B>Discuss formal critiques.<BR>
<BR>
Week 6</B> Language. The Chinese characters--<I>kanji</I>--and the two syllabaries.
Precision vs. intuition.<BR>
The maintainance of the class system and the role of women. <B>Exchange
first drafts.<BR>
<BR>
Week 7</B> Religion, folk traditions, and the arts. Shinto, Zen Buddhism,
<I>Bushidoo, kabuki, bunraku, <BR>
Noh. </I>Japanese architecture and the place of wood. Packaging and wrapping
paper.<BR>
<B>Discuss formal critiques.<BR>
<BR>
Week 8 </B>Education. The merit system and examination hell. <I>Juku</I>,
a cram school for everyone. <BR>
Large classes, none left behind, superior scores. Remembering vs. reasoning,
a fallacy.<BR>
<B>Turn in first and final drafts.<BR>
<BR>
Week 9 </B>The Individual and the Group. Japan's defining social characteristic.
"The nail that sticks<BR>
up gets pounded down." The place of bigotry and racial prejudice. <B>Term
paper<BR>
intent/outline due.<BR>
<BR>
Week 10 </B>Government and the bureaucracy. Who's in charge? Why can't anyone
say "I'm sorry."<BR>
Relations with neighbors. The desire for a leadership role in the world,
the inability to lead.<BR>
<B>Discuss formal critiques.<BR>
<BR>
Week 11</B> Women in society. Equal opportunity in the law, but not in practice.
<I>Manga!</I> the Japanese<BR>
comic book and sexual mores. Women company owners and service company execu-<BR>
tives, old and new opportunities. <B>Exchange first drafts.</B> <BR>
<BR>
<B>Week 12</B> Men at work. <I>Karoshi,</I> death by overwork. Drinking
and sex. "Window sitting." Promotion<BR>
based on ability? Not yet. <B>Discuss formal critiques.<BR>
<BR>
Week 13</B> The modern family. Late marriage, few children, women controlling
the budget. Implica-<BR>
tions of the pay system. High salaries, high savings, low satisfaction.
<BR>
<BR>
<B>Week 14 </B>Summaries and conclusions. <B>Turn in critiques, first &
final drafts of term paper.</B>
<BR>
<BR>
<BR>
<B><I>Return to <A HREF="#Contents">Contents</I></B></A>
<BR>
<BR>
<HR>
<H3><A NAME="Related Readings & Internet Addresses">Related Readings & Internet Addresses</H3>
<BR>
Allen, G.C. <I>The Japanese Economy</I><BR>
Allison, Ann. <I>Night Work: Sex, Pleasure . . . Tokyo Hostess Club</I><BR>
Arnott, Peter <I>The Theatres of Japan</I><BR>
Austin, Lewis. <I>Saints and Samurai: The Political Culture . . . <BR>
________. Japan: The Paradox of Progress</I><BR>
<BR>
Azuma, Hiroshi, et al. <I>Child Development and Education in Japan</I><BR>
Beasley, W.G. <I>The Modern History of Japan</I><BR>
Benedict, Ruth. <I>The Chrysanthemum and the Sword</I><BR>
Bowers, Faubion. <I>Japanese Theater</I><BR>
Brandon, James <I>Kabuki: 5 Classic Plays</I><BR>
<BR>
Mary Brinton. <I>Women and the economic Miracle</I><BR>
Buckley, Roger <I>Japan Today</I><BR>
Burstein, D. Y<I>en! Japan's New Financial Empire and Its Threat to America</I><BR>
Chambers, G. and Cummings, W. <I>Profiting from Education: . . . </I><BR>
Christopher, R.C. <I>The Japanese Patterns of Behavior<BR>
________. The Japanese Mind</I><BR>
<BR>
Clark, Rodney <I>The Japanese Company</I><BR>
Cohen, Stephen D. <I>Uneasy Partnership: Competition/Conflict in U.S...</I><BR>
Cole, Robert. <I>Japanese Blue Collar</I><BR>
________. <I>Work, Mobility, & Participation</I><BR>
Coomaraswamys, Ananada <I>Hinduism and Buddhism</I><BR>
<BR>
Coox, Alvin <I>China and Japan: Search for Balance . . .<BR>
________. The Japanese Image: An Anthology </I>2 vols<BR>
Cusumano, Michael A. <I>The Japanese Automobile Industry: . . .</I><BR>
Davidson, Cathy. <I>36 Views of Mt. Fuji</I><BR>
de Bary, W.T. <I>East Asian Civilizations: A Dialogue in 5 Stages<BR>
________. A Guide to Oriental Classics</I><BR>
<BR>
DeMente, Boye. <I>Japanese Etiquette & Ethics in Business</I><BR>
DeVoe, G.A. <I>Socialization for Achievement</I><BR>
Doi, Takeo. <I>The Anatomy of Self: The Individual Versus Society<BR>
________. The Anatomy of Dependence</I><BR>
Dore, Ronald. <I>Taking Japan Seriously: A Confucian Perspective on Leading
Economic Issues</I><BR>
________.<I> British Factory - Japanese Factory</I><BR>
<BR>
Dower, John. <I>Japan in War and Peace: Selected Essays</I><BR>
Karlfried Dürckheim. <I>The Japanese Cult of tranquility</I><BR>
Enright, D.J. <I>The World of Dew: Aspects of Living Japan</I><BR>
Fallows, James. <I>More Like Us</I><BR>
Fields, George. <I>Gucci on the Ginza</I><BR>
<BR>
Frost, Ellen. <I>For Richer, For Poorer</I><BR>
Fruin, Mark. Kikkoman: Company, Clan, and Community<BR>
Fukazawa <I>Autobiography </I><BR>
Fukutake, Tadashi <I>Japanese Society Today</I><BR>
________. <I>The Japanese Social Structure...</I><BR>
Gibney, Frank. <I>Japan: The Fragile Superpower, 2nd ed.<BR>
________., Miracle by Design: The Real Reasons . . . </I><BR>
Gordon, Andrew. <I>The Evolution of Labor Relations in Japan: . . .</I><BR>
<BR>
Gunji, Masakatsu. <I>Kabuki</I><BR>
Halberstam, David. <I>The Reckoning </I><BR>
Halford, Aubrey and Giovanna <I>The Kabuki Handbook . . .</I><BR>
Hall, E.T. <I>Hidden Differences: Doing Business With the Japanese</I><BR>
<BR>
Hall, J.W. and R. Beardsley. <I>Twelve Doors to Japan <BR>
________. History of Japan<BR>
________. Japan: From Prehistory to Modern Times</I><BR>
Halloran, Richard. <I>Japan: Images and Realities</I><BR>
Hanami, Tadashi. Books on Labor Relations<BR>
<BR>
Herrigel, Eugen <I>Zen and the Art of Archery</I><BR>
Hearn, Lafcadio. <I>Japan: An Attempt at Interpretation</I><BR>
Hiroshi, Minami. <I>Psychology of the Japanese People</I><BR>
Holland, Harrison M. <I>Managing Diplomacy: The US and Japan</I><BR>
Hrebenar, Ronald J. <I>The Japanese Party System: From One-party...</I><BR>
<BR>
Hsu, Francis L.K.<I> Iemoto: The Heart of Japan</I><BR>
Ibuse, Masuji <I>Black Rain</I><BR>
Ichiyo, Higuchi - poems and short stories<BR>
Iga, Mamoru. T<I>he Thorn in the Chrysanthemum: Suicide and Success . .
.</I><BR>
Ike, Nobutaka. <I>A Theory of Japanese Democracy</I><BR>
<BR>
Inoguchi, R., T. Nakajima and R. Pinneau <I>The Divine Wind</I><BR>
Inoue, Yasushi. <I>Chronicle of My Mother</I><U><BR>
Japan Echo</U> - periodical<BR>
<U>Japan Times</U> - periodical<BR>
<U>Japan Quarterly</U> - periodical<BR>
<BR>
Johnson, Chalmers. <I>MITI and the Economic Miracle</I> <I><BR>
_________. An Instance of Treason<BR>
</I><U>Journal of Asian Studies</U> - periodical<BR>
Kahn, Herman and T. Pepper <I>The Japanese Challenge</I><BR>
Kamata, Satoshi. <I>Japan in the Passing Lane</I><BR>
<BR>
Kawasaki, Ichiro. <I>Japan Unmasked</I><BR>
Keene, Donald <I>The Pleasures of Japanese Literature<BR>
________. Bunraku: The Art of the Japanese Puppet Theater<BR>
________. Four Major Plays of Chikamatsu<BR>
________. No: The Classical Theatre of Japan</I><BR>
<BR>
Kenny, Donald. <I>A Guide To Kyogen</I><BR>
Kitamura, Hiroshi. <I>Psychological Dimensions of U.S.-Japanese Relations</I><BR>
Kosaka, Masatake. 1<I>00 Million Japanese</I><BR>
Kuck <I>The World of the Japanese Garden</I><BR>
Lebra, Takie S. <I>Japanese Patterns of Behavior<BR>
________. Japanese Culture and Behavior</I><BR>
Lockwood <I>The Economy of Japan</I><BR>
Lombard, Frank <I>An Outline History of Japanese Drama</I><BR>
<BR>
March, Robert M. T<I>he Japanese Negotiator</I><BR>
Masaaki, Imai <I>Kaizen: The Key to Japan's Competitive Success</I><BR>
McCraw, Thomas <I>America Versus Japan...</I><BR>
Mitchell, Douglas.<I> Amaeru: The Expression of Reciprocal Dependency .
.</I><BR>
Mitsukune, Yoshida et al. <I>The Compact Culture: The Ethos of Jap. Life
</I><BR>
<BR>
Morishima, Michio <I>Why Has Japan 'Succeeded'? Western Technology and the
Japanese Ethos</I><BR>
Morita, Akio. <I>Made in Japan</I><BR>
Morris, Ivan. <I>The Nobility of Failure<BR>
________. The World of the Shining Prince</I><BR>
Nakane, Chie. <I>Japanese Society</I><BR>
<BR>
Nishida, Kasuo. <I>Storied Cities of Japan</I><BR>
Nitobe, Inazo. <I>Bushido: The Soul of Japan</I><BR>
Norbeck, Edward. <I>Changing Japan </I>2nd ed<BR>
Odaka, Kunio. <I>Japanese Management: A Forward-looking Analysis</I><BR>
Ogura, Kazuo. <I>Trade Conflict: A View from Japan</I><BR>
<BR>
Okakura, Kakuzo. <I>The Book of Tea</I><BR>
Okimoto, Daniel. <I>Japan's Economy: Coping with Change . . .</I><BR>
________. <I>Between MITI and the Market</I><BR>
________ and Thomas Rohlen.<I> Inside the Japanese System</I><BR>
Pascale and Athos<I> The Art of Japanese Management</I><BR>
<BR>
Passin, Herbert <I>Society and Education in Japan</I><BR>
Patrick, Hugh and H Rosovsky <I>Asia's New Giant: How the Japanese Economy<BR>
________ </I>and Yung Chul Park. <I>The Financial Development of Japan,
Korea and Taiwan</I><BR>
Pepper, Thomas and Merit Janow. <I>The Competition: Dealing With Japan</I><BR>
Philip, Leila. <I>The Road Through Miyama</I><BR>
<BR>
Pophorn, Peter. <I>Tokyo: The City at the End of the World</I><BR>
Prestowitz, C. <I>Trading Places: How We Allowed Japan to Take the Lead</I><BR>
Pronko, Leonard <I>A Guide to Japanese Drama</I><BR>
Reed, Steven <I>Japanese Prefectures and Policy Making</I><BR>
Reischauer, E.O.<I> The Japanese Today</I><BR>
________. <I>The United States and Japan, </I>3rd ed.<BR>
<BR>
Reynolds, David K. <I>Morita Psychotherapy</I><BR>
________.<I> Naikan Psychotherapy: Meditation for Self-Development</I><BR>
Richardson, Bradley M and SC Flanagan <I>Politics in Japan</I><BR>
Rimer, J.Thomas <I>A Reader's Guide to Japanese Literature</I><BR>
Glenda Roberts. <I>Staying on the Line: Blue Collar Women...</I><BR>
Rohlen, Thomas. <I>For Harmony and Strength</I><BR>
________. J<I>apan's High Schools</I><BR>
<BR>
Romberg, Alan D. <I>The US and Japan: Changing Societies . . . </I><BR>
Sansom, George <I>Japan: A Short Cultural History</I><BR>
________.<I> History of Japan, </I>3 vols.<BR>
Sato, Hiraoki and Watson <I>From the Country of Eight Islands: Anthology
.</I><BR>
Sato, Ryuzo and Julianne Nelson <I>Beyond Trade Friction</I><BR>
<BR>
Schoppa, Leonard. <I>Education Reform in Japan</I><BR>
Shirai, Taishiro. <I>Contemporary Industrial Relations in Japan</I><BR>
Shuji, Hayashi (trans by Baldwin) <I>Culture and Management in Japan</I><BR>
Silberman, Bernard <I>Masters of Modernization:. . . </I><BR>
Smith, Bradley <I>Japan: A History in Art</I><BR>
<BR>
Smith, Robert <I>Japanese Society: Tradition, Self, and the Social Order
</I><BR>
Smith, Robert J. and R.K. Beardsley, eds. <I>Japanese Culture: Its Dev.
.</I><BR>
Soseki - fiction<BR>
Oliver Statler. <I>Japanese Inn<BR>
________. Shimoda Story<BR>
</I><BR>
Harold P. Stern. <I>Birds, Beasts, Blossoms and Bugs: The Nature of Japan</I><BR>
Stockman, J.A.A. <I>Japan: Divided Politics in a Growth Economy</I><BR>
Takaya, Ted. <I>Modern Japanese Drama: An Anthology</I><BR>
Tanizaki - fiction<BR>
Togi, Masataro <I>Gagaku: Court Music and Dance</I><BR>
<BR>
Toson - fiction<BR>
Varley, Paul <I>Japanese Culture</I><BR>
Vogel, Ezra. <I>Japan as Number One: Lessons for America</I><BR>
________. <I>Comeback: Building the Resurgence of American Business</I><BR>
________. <I>Modern Japanese Organization and Decision Making</I><BR>
<BR>
Waley, Arthur, tr. <I>The No Plays of Japan</I><BR>
Warner, Dennis; Peggy Warner; and Sadao Seno. <I>The Sacred Warriors</I><BR>
White, Merry <I>The Japanese Educational Challenge</I><BR>
________. <I>The Material Child</I><BR>
Whiting, Robert. <I>You Gotta Have Wa</I><BR>
<BR>
Yoshihara, Kunio . <I>Sogo Shosha: The Vanguard of the . . . </I><BR>
________. <I>Japanese Economic Development: A Short Introduction</I><BR>
Yoshino, M.Y. <I>Japan's Multinational Enterprises</I><BR>
Yoshimoto, Banana. <I>Kitchen</I><BR>
<BR><HR>
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