Search

We aimed to survey the findings of phenomenological studies built up in the field of diabetes care in Sweden. This is a meta-synthesis of phenomenological studies on experiences related to diabetes in Sweden focusing on learning to live with diabetes. We proceeded by reference to the seven phases of Noblit & Hare. We examined papers from seven phenomenological studies on learning to live with diabetes in Sweden. From the papers, which describe the experience of living with diabetes, three overarching themes were selected—perception and awareness of the body; integration and responsibility; and presence of others who provide support. From those describing the expert's experience, an overarching theme emerged—encouraging reflection in persons with diabetes. We interpreted each of these themes in phenomenological terms and compared them with theories in Japan. Persons with diabetes take responsibility for coping with a range of things brought on by the illness and learn to live with diabetes. Experts support these persons so they can see their world objectively and critically scrutinize it. By building a model of diabetes care in Japan that references Scandinavian human science, it will be possible to find new approaches that support learning at the existential level. [ABSTRACT FROM AUTHOR]

The article evaluates the entire formal Japanese educational system's engagement in the realities of learning, training and competition in various industries. The general culture of language, contracts, expectations and occupational prospects gives meaning to school systems. School and college systems not only have the supporting power of law, finance and administration, they also positively teach their own importance and reinforce it via examinations, selection or rejection. Cultural tendencies, on the other hand, oftentimes affect curriculum development in Japan.

The article discusses the cultural basis of student achievement in Japan. Culture provides a general design, a covert rationale that underlies the premises guiding human behavior. Members of a culture are usually not conscious of its force, but it gives a direction for their actions and guides every behavioral pattern. Cultural basis of student achievement in Japan is not a unique set of premises influencing student performance in school exclusively, but a reflection of the Japanese cultural orientation. Japanese teachers and parents stress the importance of the social learning environment and emphasizes on the creation of the learning environment.