There’s a long tradition of “Dubious Trend Line” (DBL) stories in the New York Times, and today’s article on how Japanese parents have suddenly become interested in the Indian educational system seems to more or less fit the pattern.

The idea is, Japanese students are no longer tops in Asia when it comes to math and science. While India itself is nowhere near the top, there are apparently numerous signs that Indian ideas about education (including rote “memorization and cramming”) are becoming more popular:

Bookstores are filled with titles like “Extreme Indian Arithmetic Drills” and “The Unknown Secrets of the Indians.” Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.

And Japan’s few Indian international schools are reporting a surge in applications from Japanese families.

At the Little Angels English Academy & International Kindergarten, the textbooks are from India, most of the teachers are South Asian, and classroom posters depict animals out of Indian tales. The kindergarten students even color maps of India in the green and saffron of its flag.

Little Angels is located in this Tokyo suburb, where only one of its 45 students is Indian. Most are Japanese. (link)

This quote presents us with some amusing titles (“Extreme Indian Arithmetic Drills”! Catchy…), but it also contains the article’s first major problem, which is statistical: the only concrete example in the entire piece is based on this one school (“Little Angels”), which only has 45 students. (Other Indian International schools are mentioned in the second half of the article, but in those schools the vast majority of students are currently Indian expatriates, not Japanese.)

The second major problem in reasoning is in the following passage:

Much of Japan has long looked down on the rest of Asia, priding itself on being the region’s most advanced nation. Indeed, Japan has dominated the continent for more than a century, first as an imperial power and more recently as the first Asian economy to achieve Western levels of economic development.

But in the last few years, Japan has grown increasingly insecure, gripped by fear that it is being overshadowed by India and China, which are rapidly gaining in economic weight and sophistication. The government here has tried to preserve Japan’s technological lead and strengthen its military. But the Japanese have been forced to shed their traditional indifference to the region. (link)

If a Dubious Trend Line journalist goes to broad geopolitical generalizations when trying to explain a much more specific cultural event, they’re likely grasping at straws.

In general, I don’t disagree that a focus on the fundamentals might be useful in the early years (and I have my doubts about the Montessori method), but there’s nothing especially “Indian” about that, is there? Isn’t the memorization simply a hold-over from the old British educational model? Overall, the article does little to convince me that this is anything other than a mini-fad — if that.

(Note, check out the comments on the News Tab for more detailed dissection of this article.)