Introduction

No one seems to dispute the common notion that Japan is a group-oriented society, whereas the United States is an individualistic society (Nakane, 1970; Smith, 1983). But, rather than group oriented, the Japanese may be relations oriented, where one's relations to the social world are highlighted. A relations orientation emphasizes the importance of one's relational situation in the world, but the relation is not always to the group. The relation can be with one or more persons, with the surrounding environment, with aspects of oneself, and with experiences. Breaking away from the “group-oriented” theory allows one to see that group orientation is not necessarily the starting point; rather, it is the end product of a complex web of mutual obligations and responsibilities, with individual relations as the building blocks. Defining group membership and dynamics occurs in this layered architecture of individuals and their interdependent relations carefully crafted over time. This raises a provocative question: can group orientation and individualism be distinguished, as they are in Western thought?

Within this framework, I argue that individual and group dimensions are complementary aspects of teaching–learning processes in Japan, and that both individual and group orientations are nurtured in Japanese elementary classrooms. This essay begins with a brief examination of the Japanese notion of self, and then explores the educational implications of a relational focus through a description of school and classroom practices.