Comparisons of Japanese and American early education frequently rely on a c
ontrast between so-called Japanese groupism and American individualism. Thi
s article suggests that this simplistic contrast leaves unexamined the diff
erent cultural understandings of the individual that underlie Japanese and
American educational practices. Drawing on and integrating existing literat
ure on early education and the self in Japan, this article suggests that a
distinction needs to be made between individualism and individuality, with
Japanese education tending toward a focus on individuality and American edu
cation toward individualism. The article explores the implications of this
distinction for educational practices and for cultural self-critique among
American educators.