Attachment in the United States and Amae in Japan Essay

Culture enables people to adjust to their physical as well as genial environment. Culture enables the members of society to develop shipway of coping with the exigencies of nature as well as ways of harnessing their environment. People also create to learn to relate themselves with others in order to survive. As Schwartz (199848) pointed out, the burnish of any society represents an adaptation or adjustment to the various conditions of life, including their physical, social, and supernatural environment. No acculturation is completely static. all culture is in constant flux and the changes represent adjustments to the environment.Culture changes at different rates. The changes occur as a result of discoveries, inventions, and cultural borrowing. In whatever beas, control of the natural environment has been pursued to a point that the society has become endangered. Natural resources, such as bodies of water, forests, plant and animal life and minerals, fork out been so explo ited that the environment is close to destruction. The take toance of change depends on the exposure of the members of society to new ideas and ways different from their own and their opportunity to accept ideas and ways through diffusion. unite States and lacquer are belonging to different continents, locations and have different set of people however, these two countries have similarities in nearly ways. Its people adapt and practice different cultures. Its culture shapes the behaviors and characteristics of its people that will make them noticeable that these groups of people are come from United States and Japan. Thesis debate This adopt will conduct a cross cultural psychology comparison of Attachment in the United States and Amae in Japan thus, describes its functions, similarities and differences.II. Discussion A. Its culture, similarities and differences o United States There are a lot of groups of people that reside in United States whites made up 83. 2 share of the p opulations blacks 11. 7 percent American Indians, Eskimos, and Aleuts 0. 6 percent Asian and Pacific Islanders 1. 5 percent and other nonwhites 3. 0 percent. The nonwhite groups are concentrated in various circumstancess of the country. immunity in matters of education and the right of every child to have an education are basic principles in the United States.Unlike many other nations, the United States does not have a central or federal system of education, Establishing and administering public schools is one of the powers exercised by each rural area (Fritsch, 2001). The state, in turn, delegates oftentimes of this certificate of indebtedness to local school districts. Literacy in the United States is high just like in Japan. In comparison to Japan (which only has two major religions), no other country in the world has a greater variety of religions, communions, denominations, and sects than the United States.More than 220 religious bodies report membership figures. Nearly al l branches of Christianity and close all Protestant denominations are represented. Japan and United States has the same views when it comes to religion (Katzman, 2003). The United States also believe that religious freedom and separation of church and state should be made. Government cannot interfere with religion or show preference for one religion over another. It cannot set up an official, or established, church, nor give assist to any religion or to all religions.In the early days of the republic, United States artists and writers were generally regarded as inferior to those in Europe. Be the end of the nineteenth century, however, an independent national literature of high quality had been established by renowned writers (ONeill, 2004). Music in the United States was strongly influenced by European music, and study in Europe was considered a necessary part of musical training far into the 20th century. Americas about influential contribution to music was jazz, a form origin ated by blacks and based on African rhythms.The musical which evolved from burlesque and operetta, was another American innovation. For many years, architects in the United States simply fit European styles to American climate, landscape, and materials. The favorable economic position and amount of leisure enjoyed by the people of the United States give them unusual opportunities for recreation. Paid vacations became the rule for most industrial and office workers. The most popular outdoor spectator sports are football and baseball. Horse racing and automobile racing have large followings (Kurelek, 2005). o JapanThe Japanese people are largely of Mongoloid stock, but weensy is known about their specific origin. Successive groups of migrating Asians from the mainland are believed to have colonised on the islands some time before 300 A. D. Confronting them were the islands earliest known inhabitants the Ainus, a Japanese people have developed from the mingling of these different e thnic groups. Only a few hundred full-blooded Ainus remain, on Hokkaido. Japanese culture is partly of Chinese origin and partly indigenous, for the Japanese adapted and did not merely imitate the culture of the mainland.Since the middle of the 19th century, Japan has been influenced more by the culture of Western countries than by that of its neighbors (Morton, 2004). Adoption of many Western ways produced sharp contrasts between the new and the old. Buildings and clothing, for example, are now seen in both traditional and Western styles. Among forces that have helped to mold the Japanese character are Buddhist, Shinto, and Confucian religious beliefs, the effects of a long feudal period, and the influences of the Japanese industrial revolution. With industrialization came a change from rural to urban living.American influences have been peculiarly strong since reality War II (Smith, 2005). Moreover, its art has been strongly influenced too by Chinese art. From the mainland came the technique of ink painting on silk and the Buddhist influences in sculpture and painting. Flourishing throughout Japan are no, classical plays in which the actors wear masks depicting their character bunraku, puppet plays and kabuki, drama with stylized chanting and dancing. An important part of Japanese culture is the tea ceremony, a highly formal ritual, of which there are many variations.As a way of entertaining guests, it is regarded as the best expression of traditional etiquette. Some of the traditional artsespecially classical Japanese music and dance and the tea ceremonyare part of the repertoire of geisha, fe manful entertainers who perform for groups of men. In addition, the family is a traditional and strong institution in Japan. It has a formal structure with authority vested in the male head of the family. The wife is expected to be subservient. Children learn discipline and their respective roles in the family at an early age.Sons are given preference over daughter s, and the first son is superior to all others (Elkin, 2004). However, many of the more repressive aspects of the family, such as that of parents determining marriages, have weakened since World War II. Japanese homes are noted for their simplicity. Nearly all are built of wood. In many homes, paper-covered wooden frames, called shoji, are used for windows and doors. Being light and easily moved, they allow much of the house to be opened to the out-of-doors. Some homes are adjoined by landscaped gardens.Rooms usually have thick mats, called tatami, on the floor and very little furniture (Elkin, 2004). With regards to Japanese language and religion, the Japanese language is unrelated to other Oriental tongues. However, it is written in characters that originally adapted from Chinese writing. Furthermore, like in the United States, the Japanese constitution provides for freedom of religion and separation of church and state. The two major religions are Shinto and Buddhism. Many Japan ese adhere, in alter degrees, to both.With regards to their education, six years elementary education and three of lower secondary school are free and compulsory for children 6 to 15 years of age. At the three-year upper secondary schools, tuition is charged. Education in Japan is highly competitive, and admission to upper secondary school and to college is determined by rigorous entering examination. As a result, many Japanese children spend their after-school hours attending jukas, cram schools that specialize in preparing students for entrance examinations and other school tests.Japan has just about no illiteracy (Christopher, 2003). III. Conclusion In conclusion, as I study the two different cultures, I have realized that United States and Japan have some similarities when it comes to their origin. Japan was most influenced by the Westerners and its origin was contributed by other indigenous groups and so is with United States. Everything that we can see from the Japanese and American culture are already been modified by other influences. However, in spite of the strong adaptation of different culture, Japanese remained their being family-oriented.They value the essence of having a united family thus, a well-structured family role is formed so that each member can have its function. Unlike with the United States, it is very much influenced by the European settlers and based their competencies in European countries. Its culture is more focused on its development to the extent that internal competencies are suffered. I would say that Japanese culture is superb compared to United States because Japan is able to maintain their traditional ways in spite of economic development.Reference1. Fritsch, A. J. (2001). The Ethnic Atlas of the United States (Facts on File). 2. Katzman, D. M. (2003). Plain Folks the Life Stories of Undistinguished Americans (University of Illinois). 3. ONeill, Thomas. (2003). Back Roads America a Portfolio of Her People (National Geog raphic Society). 4. Kurelek, William (2005). They Sought a New World the Story of European Immigration to North America (Tundra Books). 5. Morton, W. S. (2004). Japan Its History and Culture (McGraw-Hill). 6. Smith, R. J. (2005). Japanese Society Tradition, Self, and the Social Order (Cambridge University). 7. Elkin, Judith. (2004). A Family in Japan (Lerner). 8. Christopher, R. C. (2003). The Japanese Mind the Goliath Explained (Linden Press).