Attachment in the United States and Amae in Japan Essay Example for Free

Attachment in the United States and Amae in Japan seeCulture enables people to adjust to their physical as well as social environment. Culture enables the elements of friendship to develop shipway of coping with the exigencies of nature as well as ways of harnessing their environment. People also have to learn to relate themselves with new(prenominal)s in order to survive. As Schwartz (199848) pointed out, the culture of any society represents an interpretation or adjustment to the various conditions of life, including their physical, social, and supernatural environment. No culture is completely static. Every culture is in constant flux and the changes represent adjustments to the environment.Culture changes at antithetic rates. The changes occur as a result of discoveries, inventions, and cultural borrowing. In some aras, control of the natural environment has been pursued to a point that the society has become endangered. Natural resources, such(prenominal) as bodies of water, forests, plant and animal life and minerals, have been so exploited that the environment is close to destruction. The acceptance 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.United States and Japan are belonging to different continents, locations and have different set of people however, these two countries have similarities in some ways. Its people adapt and practice different cultures. Its culture shapes the behaviors and characteristics of its people that exit make them noticeable that these groups of people are come from United States and Japan. Thesis Statement This instruct will conduct a cross cultural psychological science 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 abide in United States whites made up 83. 2 per centum of the populations blacks 11. 7 percent American Indians, Eskimos, and Aleuts 0. 6 percent Asian and Pacific Islanders 1. 5 percent and otherwise nonwhites 3. 0 percent. The nonwhite groups are concentrated in various parts of the country. Freedom in matters of nurture and the right of every child to have an education are basic principles in the United States.Un same(p) some other nations, the United States does not have a central or federal establishment of education, Establishing and administering public schools is one of the powers exercised by each state (Fritsch, 2001). The state, in turn, delegates much of this responsibility to local school districts. Literacy in the United States is high just like in Japan. In comparison to Japan (which only has two major moralitys), no other country in the world has a greater form of religions, communions, denominations, and sects than the United States.Mor e than 220 religious bodies report membership figures. Nearly all branches of Christianity and almost 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 service and state should be made. Government cannot interfere with religion or show resource for one religion over another. It cannot set up an official, or established, church, nor give support to any religion or to all religions.In the early years of the republic, United States artists and writers were generally regarded as inferior to those in Europe. Be the end of the 19th century, however, an independent national literature of high quality had been established by renowned writers (ONeill, 2004). Music in the United States was loyally influenced by European music, and study in Europe was considered a necessary part of musical theater knowledge far into the 20th centu ry. Americas most influential contri stillion to music was jazz, a form originated 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 adapted European styles to American climate, landscape, and materials. The favorable economic position and amount of vacant 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 Nipponese people are largely of Mongoloid stock, but little is cognize about their specific origin. Successive groups of migrating Asians from the mainland are believed to have settled on the islands some time before 300 A. D. Confronting them were the islands earliest known inhabitants t he Ainus, a Japanese people have developed from the mingling of these different ethnic 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(prenominal) 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 twain 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 particularly strong since World War II (Smith, 200 5). Moreover, its art has been strongly influenced withal 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 passing glob 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 arts curiously classical Japanese music and dance and the tea ceremonyare part of the repertoire of geisha, female 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 a nd their single roles in the family at an early age.Sons are given preference over daughters, and the eldest 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 adorn 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 sep aration of church and state. The two major religions are Shinto and Buddhism. Many Japanese adhere, in varying degrees, to both.With regards to their education, six years elementary education and three of lower subaltern 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 entrance examination. As a result, many Japanese children spend their after-school hours go to jukas, cram schools that specialize in preparing students for entrance examinations and other school tests.Japan has virtually 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 g roups 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 enmity 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 Geographic 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 tarradiddle 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).