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"Hō-Ren-Sō" (報・連・相) is a business mantra or mnemonic acronym in Japanese business culture. It is an abbreviation of "Hōkoku" (報告, to report), "Renraku" (連絡, to inform) and "Sōdan" (相談, to consult), and is more memorable as a homonym of hōrensō, the Japanese word for "spinach". It is utilised as a basic business rule ...
Japanese management culture refers to working philosophies or methods in Japan. It included concepts and philosophies such as just in time , kaizen and total quality management . Managerial style
Japanese philosophy has historically been a fusion of both indigenous Shinto and continental religions, such as Buddhism, Taoism and Confucianism. Formerly heavily influenced by both Chinese philosophy and Indian philosophy , as with Mitogaku and Zen , much modern Japanese philosophy is now also influenced by Western philosophy .
He wrote a commentary on Japan's Imperial Rescript on Education, wherein he encouraged the Japanese people to support the state and imperialism. [4] Inoue's support of imperialism established him as opposed to the ideas of other proponents of International Education, such as Shimonaka Yasaburo , Noguchi Entaro , and Izumi Tetsu .
Kuniyoshi Obara (小原 國芳, Obara Kuniyoshi, April 8, 1887 – December 13, 1977) was an influential Japanese education reformer and publisher. [1] Obara left a strong mark in education philosophy and on the theories of liberal education, art education and vocational education.
1996: Watsuji Tetsurō's Rinrigaku: Ethics in Japan trans. from the first half of Rinrigaku (倫理学) vol. 1 by Seisaku Yamamoto & Robert Carter (Albany: State University of New York Press) 1998: Various essays in Sourcebook for Modern Japanese Philosophy by David Dilworth and Valdo Viglielmo with Agustin Jacinto Zavala.
An Inquiry into the Good, also known as A Study of Good (Japanese: 善の研究), is the first book by the Japanese philosopher Nishida Kitarō, published in 1911.. As he explains in the Preface to the work, Parts II and III were composed first, followed by Parts I and IV.
Japan emphasizes independence, accountability, determination, and creativity in education. The Japanese value these traits more than other cultures when evaluating child education goals. Religious faith and obedience are less stressed in Japanese child education. Self-reliance and personal growth are stressed in Japanese education (Nemoto, 1999).