The abacus, once seen as an outdated tool from the Showa era, is experiencing a significant revival in Japan during the Reiwa era. Classrooms across the country are filled with children practicing calculations aloud, reminiscent of past decades when abacus schools were prevalent. In Hyogo Prefecture, production centers are struggling to meet the rising demand for abacuses as enrollment in after-school classes has surged, doubling compared to last year.

Parents are increasingly enrolling their children in abacus lessons as a way to enhance mental arithmetic skills and reduce reliance on digital devices. Many parents view these lessons as beneficial for preparing their children for junior high school entrance exams. The popularity of abacus education is particularly notable among younger students, with many kindergarteners and first graders participating.

Ono City in Hyogo Prefecture stands out as Japan's leading center for abacus production. The town features unique local attractions related to the abacus and has seen a rise in orders from manufacturers since the pandemic began, which coincided with an increase in online learning opportunities. Despite this growth, companies face challenges due to a shortage of skilled artisans.

Online classrooms have expanded access not only within Japan but also internationally, allowing students from various countries to participate remotely. Currently taught in 108 countries worldwide, competitions featuring both traditional and "air" abacuses showcase students' skills on a global stage.

Educators emphasize that learning with an abacus goes beyond just arithmetic; it fosters concentration and discipline while stimulating cognitive development. The resurgence of interest indicates that this ancient tool remains relevant and valued by both children and parents today.

Original article (japan)

The article discusses the revival of the abacus in Japan, particularly during the Reiwa era, highlighting its increasing popularity among children and parents. However, when evaluating its real-life applicability, several points emerge:

Actionable Information: The article does not provide specific steps or actions that readers can take immediately. While it mentions that parents are enrolling their children in abacus lessons to enhance mental arithmetic skills, it does not offer guidance on how to find these classes or what to consider when choosing one.

Educational Depth: The article touches on the benefits of learning with an abacus but lacks deeper explanations about how it fosters cognitive development or concentration. It would benefit from discussing the historical significance of the abacus and why its resurgence is noteworthy beyond mere trends.

Personal Relevance: The topic may resonate with parents considering educational options for their children, especially regarding preparation for junior high school entrance exams. However, for individuals without children or those uninterested in traditional education methods, the relevance diminishes significantly.

Public Service Function: There is no public service aspect present in the article. It does not provide safety advice or official warnings that could help readers navigate any potential issues related to this trend.

Practicality of Advice: Any advice regarding enrolling children in abacus classes is vague and lacks actionable steps. Readers might struggle to find practical ways to engage with this information without clear direction.

Long-Term Impact: While learning an ancient tool like the abacus may have lasting educational benefits, these are not explicitly outlined in terms of long-term effects on children's academic performance or life skills.

Emotional or Psychological Impact: The article does not address emotional aspects such as motivation for learning through an abacus or how it might positively affect children's self-esteem and confidence in math skills.

Clickbait or Ad-Driven Words: The language used appears straightforward without dramatic claims meant solely for clicks; however, it could still benefit from more engaging content that connects emotionally with readers about their children's education.

In summary, while the article highlights a growing trend around abacus education in Japan and hints at its benefits for cognitive development and academic preparation, it falls short on providing actionable steps for readers. To improve its value, it could include resources for finding local classes and delve deeper into how learning with an abacus impacts children's overall development. For those seeking more information on this topic, looking up local educational resources online or consulting educators familiar with alternative teaching methods could be beneficial next steps.

The text describes the revival of the abacus in Japan, stating that "parents are increasingly enrolling their children in abacus lessons as a way to enhance mental arithmetic skills and reduce reliance on digital devices." This suggests that using digital devices is negative, implying that parents who choose technology over traditional methods are somehow less responsible. The wording creates a bias against modern educational tools without providing evidence that they are harmful or less effective.

The phrase "production centers are struggling to meet the rising demand for abacuses" implies a sense of urgency and crisis. This language can evoke feelings of concern or alarm about the situation, suggesting that the demand for abacuses is so high that it overwhelms production capabilities. Such strong wording may lead readers to believe this trend is more significant than it might be without presenting data on overall market trends or comparisons.

When discussing online classrooms, the text states they have "expanded access not only within Japan but also internationally." This could create an impression that online learning is universally beneficial and accessible without acknowledging potential barriers like internet access or socioeconomic factors. The wording glosses over complexities in education equality and may mislead readers into thinking all students benefit equally from these opportunities.

The statement "learning with an abacus goes beyond just arithmetic; it fosters concentration and discipline while stimulating cognitive development" presents a strong claim about the benefits of using an abacus. However, it does not provide evidence or studies to support these assertions. By framing these benefits as facts rather than opinions, it can mislead readers into believing there is consensus among educators regarding these advantages without any critical examination of alternative viewpoints.

The text mentions "the resurgence of interest indicates that this ancient tool remains relevant and valued by both children and parents today." This phrasing suggests a nostalgic view of education where traditional methods are inherently better than modern ones. It implies a cultural bias favoring historical practices over contemporary approaches without exploring why some might prefer newer educational technologies or methodologies.

The text conveys a range of emotions that reflect the revival of the abacus in Japan, particularly during the Reiwa era. One prominent emotion is excitement, which is evident in phrases like "experiencing a significant revival" and "classrooms across the country are filled with children practicing calculations aloud." This excitement suggests a positive shift towards an educational tool that many once considered outdated. The strength of this emotion is moderate to strong, as it highlights not only a resurgence but also an enthusiastic engagement from children and parents alike. This excitement serves to inspire action among readers, encouraging them to view abacus education as a valuable opportunity for their own children.

Another emotion present in the text is pride, particularly regarding Ono City being recognized as Japan's leading center for abacus production. The mention of unique local attractions related to the abacus fosters a sense of community pride and cultural heritage. This pride is strong because it emphasizes local craftsmanship and tradition amidst modern challenges like skilled artisan shortages. By showcasing this pride, the text builds trust in the quality and significance of abacus education, suggesting that it is rooted in rich cultural practices.

Additionally, there is an underlying sense of concern related to the shortage of skilled artisans mentioned later in the text. Words like "struggling" indicate difficulty faced by production centers due to rising demand. This concern adds depth to the narrative by highlighting potential obstacles that could affect future growth in abacus education. It evokes sympathy from readers who may feel compelled to support local artisans or consider how modernization impacts traditional skills.

The writer employs emotional language throughout the piece to enhance its persuasive power. For instance, using terms such as "surged," "beneficial," and "unique" creates vivid imagery that elevates interest and urgency around learning with an abacus. Additionally, phrases like “reduce reliance on digital devices” tap into contemporary worries about technology's impact on children's development; this comparison between traditional methods and modern distractions amplifies emotional resonance with parents concerned about their children's educational paths.

By weaving these emotions together—excitement for revival, pride in tradition, and concern over artisan shortages—the text effectively guides readers' reactions toward supporting abacus education initiatives while fostering appreciation for cultural heritage. The combination creates a compelling narrative that encourages parents not just to enroll their children but also to engage with broader discussions about educational values today versus those from previous generations. Through careful word choice and emotional framing, this analysis reveals how emotions are strategically used to persuade readers toward action while shaping their perceptions positively regarding both past traditions and future possibilities within education.