Alexandra Marina Gheorghe

admin 24 Aug 2020

The present paper aims at proving the expansion of the public conscience of the post–truth era to Japan, by proving the fact that there are still some public authorities that deny their public responsibility for the mistakes they make by coming up with ‘alternative facts’. As secondary issues the present study also introduces the main stages of the evolution of the concept of post-truth around the Western (U.S. and UK) and Eastern (Russia) worlds, ending it by presenting a case of troublesome cultural heritage of the Post War Japanese society: ijime (‘bullying’). This phenomenon generated a public debate in Japan in the 1980s, yet there are still many cases of public denial of ijime manifestations, as well as of assuming responsibility for failing to solve these conflicts. A moral issue which the present paper raises consists in underlying the opposition between the Japanese macroeconomic success and international assessment of educational excellence on one hand and the crushing reality which makes some schoolchildren in Japan feel extremely unhappy – to the point of suicide, on the other hand. The question raised by such a reality may prompt some of us to consider any Japanese over-optimistic public discourse as displaying the general conscience of the post-truth era.



admin 17 Oct 2011

The paper aims at identifying the main characteristics of the educational system in Victorian England with a view to deciphering its effects upon the human being. The 19th century English school will be analyzed as an educational institution whose purpose is that of shaping human minds, but also as a social, political tool intended to inculcate certain beliefs and stereotypical judgements. The markers of the 19th century educational discourse will be illustrated through fragments taken from 19th century English novels, particularly those written by Charles Dickens and the Brontë sisters.