By Professor of Philosophy William Lane Craig
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It has also often been proven in Japan that the commitment of lowachieving students to school life is relatively low and they tend to misbehave more often (Metzler/Metzler 2000). Delinquent adolescents are likely to show more problems in adjusting to school by exhibiting defiant behavior in the classroom or by skipping school (Matsumoto 1984). This is true not only for Japan but also for Germany (Busch 2000). This relation between school, family background and problem behavior seems to be same in Japan as in many other societies.
Imazu (1999) states that physical punishment seems to be—despite being officially denied—acknowledged by the majority in public opinion and regarded as the “whip of love”. 38 CHISAKI TOYAMA-BIALKE true for club activities or school events. Students who are not able to perform well in academic subjects but are good at sports can enjoy a high status at school due to their talents in a sports club or sports event. Accordingly, studies on club activities in junior high schools (Nishijima et al. 1999) and in high schools (Shiromatsu 1993, 1994) proved that students who engaged in clubs actively are likely to show positive attitudes towards school, even though they do not perform well academically.
However, his image of an ideal student seems to be limited to one type of student, that is a critical student who actively participates in a class and is engaged in student committees such as Rolf, who often becomes a target of violence exerted by Tim. There seem to be few institutionalized systems that reward diverse student talents other than academic work in the German classroom or school. It is also interesting that this misbehaving student Tim tries to build personal and informal relationships with teachers in the classroom (pp.
