There are other values that students may learn from this cleaning practice besides collaboration and responsibility. In addition to the collaborative relationships and personal development, students get the chance to actively make their school more comfortable and clean, and learn to live more healthily, both mentally and physically. This satisfaction at making their surroundings more comfortable can translate to how they act outside of this cleaning period as well. My Japanese teacher, in my recent interview with her, noted that having the habit of cleaning the classroom instills in students a care for their surroundings: because they are the ones who clean the space, they become mindful of the messes they make and the effort it takes to clean up afterwards. Eventually, as the students become members of society, they maintain these habits; my teacher suggested that is a reason for Japan’s public spaces being generally very clean. Students may gain a better insight into themselves and their strengths as well (Tsuneyoshi et al. 2016). Cleaning allows students to understand themselves better through learning how they work in groups, what their strengths are, and possibly even their leadership qualities, and through seeing these things, they can also strive to do better in the areas in which they are weaker.
Damrow’s concept of “institutionalized control” in Japanese public schools (Damrow 2014) is present in the strict policies regarding cleaning by students. The positive outcome of the practice is that the control is implemented in such a way that the students learn from it; as students are taught and expected to carry out these duties from such a young age, doing so becomes a natural part of school life. Through these practices, students learn responsibility and hard work, as well as caring for public spaces – values that are expected to stay with them into adulthood. However, in some schools, no talking is allowed during cleaning, and perfection is expected, with no leftover dust allowed (Damrow 2014). Alongside certain expectations for students to perform their duties thoroughly, there may also be pressure on students to meet expectations perfectly, which may create an oppressive environment. I observed these dynamics during my own experience attending a Japanese public school.
Rooted in Buddhist origins, the values of collaboration, responsibility, and learning gained from cleaning have become core components of Japanese society and a central lesson for students that remains today. The honoring and maintenance of these traditions serves as a mode of cultural preservation, instilled in each new generation. Through the schools’ perpetuation of the practice of cleaning today, they are honoring the values of Japan’s past and keeping them alive. However, the structured rigidity around both the cleaning and lunch practices has unintended and problematic effects for certain students.