Student Counseling in Japan: A Two-Nation Project in Higher by Wesley Lloyd

By Wesley Lloyd

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As Daishiro Hidaka, permanent viceminister of education, had written just before the opening of the Institutes: "The welfare and guidance of university students has been a problem so important and so urgent in present Japan that various countermeasures have been taken both by the Ministry of Education and, of The Educational Setting 17 course, by each university. " "Settling the matter" was indeed a challenging assignment for the Institutes, particularly in view of the difficulties stressed in this chapter— the traditional emphasis on subject matter, which had relegated student services to mere clerical functions and had made academic personnel reluctant to devote themselves to nonacademic services; the neglect of applied psychology, so necessary for the understanding and development of student personnel services; and the overemphasis on the political activities of small groups of students, which had monopolized the attention of university administrators and had handicapped the development of a balanced program in student personnel work.

It presented in English and in Japanese a brief statement of the philosophy of student personnel services in the modern university and a treatment of the scope of the course to be offered in the Institutes. It also stressed specifically the selection of qualified personnel: In organizing the Institutes on Student Personnel Services, the sponsoring agencies set out to establish for colleges and universities of Japan a program of training for student personnel work equal to any offering in the world at a given time and place.

This new step is going to be an epochal innovation in the history of university education in our country. Later announcements continued to emphasize the importance of student personnel services in general as well as to provide factual information about the Institutes themselves. These announcements provided an important channel of communication, but the general director and the Ministry of Education early realized that personal contacts with university presidents and deans were essential. Consequently meetings with individuals and groups were given an important place in the summer's work.

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