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Japanese history textbook controversies involve controversial content in government -approved history textbooks used in the secondary education junior high schools and high schools of Japan.
The controversies primarily concern the nationalist right efforts to whitewash the actions of the Empire of Japan during World War II. Another serious issue is the constitutionality of the governmentally-approved textbook depictions of World War IIJapanese war crimesand Japanese imperialism during the first half of the 20th century.
The history textbook controversies have been an issue of deep concern both domestically and internationally, particularly in countries that were victims of Imperial Japan during the war. Despite the efforts of the nationalist textbook reformers, by the late s the most common Japanese schoolbooks contained references to, for instance, the Nanjing MassacreUnitand the comfort women of World War II, [2] all historical issues which have faced challenges from ultranationalists in the past.
School textbooks in Japan school subject history not written by the Ministry of Education, school subject history. Instead, the textbooks for all subjects in elementaryschool subject history, and both lower and upper secondary schools are written and published by several major private companies.
This system was introduced to Japan after World War II to avoid the government having direct authority over the written contents. Japan's School Education Law 教育基本法 requires schools to school subject history textbooks that are authorized by the Ministry of Education MEXT. However, each local education board has the final authority to select which textbooks can be used in their jurisdiction from the approved list.
In Japan, potential school textbooks must pass a sequence of evaluations before receiving approval to be used in Japanese school subject history. First, textbook companies submit a draft of their proposed textbooks to the Japanese Ministry of Education. The Textbook Authorization and Research Council 教科用図書検定調査審議会an official council of the Ministry of Education, composed of university professors, junior high teachers, checks the draft in accordance with the Ministry's educational curriculum guidelines 学習指導要領 to ensure that the contents of the proposed textbook is "objective, impartial, and free from errors, school subject history.
Once school subject history textbook revisions are complete and the textbook has received the approval of the Ministry of Education, Local Boards of Education select books from a list of authorized textbooks for schools under their jurisdiction.
The process of textbook authorization is ongoing and conducted every four years, the results of which are presented to the public the following year. Critics claim that the government textbook authorization system has been used to reject textbooks that depict Imperial Japan in a negative light, school subject history.
This includes a case in the s where a description of the Nanjing Massacre and other war crimes committed by the Japanese military before and during World War II was rejected by the Ministry of Education.
The author sued the Ministry, finally winning the case decades school subject history. Recent controversy focuses on the approval of a history textbook published by the Japanese Society for History Textbook Reformschool subject history, which placed emphasis on the achievements of pre—World War II Imperial Japan, as well as a reference to the Greater East Asia Co-Prosperity Sphere with fewer critical comments compared to school subject history other Japanese history textbooks.
Defenders of the system counter that a book that fails to mention specific negative facts regarding the aggression and atrocities committed by Japan during World War II would also fail the Ministry of Education's approval process, school subject history.
During the approval process for the aforementioned history textbook by the Japanese Society for History Textbook Reform, the author was ordered to revise the book's content several school subject history before receiving final approval. Moreover, during the Cold War, the Ministry rejected textbooks by left-leaning publishers which attempted to portray the Soviet Union, Mainland China, North Korea, and other Communist countries in a positive light.
Defenders also point out that during the s and s, the extent of the atrocities, as well as the existence of many of the incidents, were still being debated by Japanese historians; therefore, the Ministry of Education was correct in rejecting references to specific atrocities such as the Nanjing Massacre during that era, but the Ministry finally insisted on the inclusion of those same incidents after Japanese historians had finally reached consensus during the s.
They also point out that, North and South Korea, as well as China, which happen to be the most outspoken critics of the Japanese textbook approval process, do not allow private publishing companies to write history textbooks for their schools.
Instead, the governments of those countries write a single history textbook for all of their schools. In the case of South Koreathe government strictly examines textbooks from different companies before being publicized. Critics of Chinese and Korean textbooks also argue that the textbooks of those school subject history are far more politically censored and self-favoring than Japanese textbooks.
Today there are 30 unique textbooks for Social Studies 社会Shakaifrom 5 different publishers, in Japanese primary schools. Additionally, there are 8 unique textbooks for the study of history as part of the Japanese Social Studies curriculum 社会-歴史的分野Shakai-Rekishi teki bunyafrom 8 different publishers, for junior high schools. In Japanese high schools, school subject history, the number of available options is much greater, with 50 unique textbook editions available for teaching Japanese, and world history.
The current textbook authorization system began in under the direction of the U. SCAP ordered the provisional government of Japan to end the system of government-designated textbooks 国定教科書Kokutei Kyōkasho and allow scholars in the private sector to write textbooks. Local educators would then choose which textbooks to use at their schools.
Descriptions that promoted militarism and ultranationalism were eliminated, and the new idea to promote the dignity of the individual 個人の尊厳 was introduced. The New School Education Law states that while the government sets a curriculum guideline, it is not meant to establish a fixed, uniform line for all educators to observe, like in the old militarist days, but rather to help educators to creatively adapt the curriculum to the new demands of children and society in general.
Tokushi Kasahara identifies three time periods in postwar Japan during which he asserts the Japanese government has "waged critical challenges to history textbooks in attempts to tone down or delete descriptions of Japan's wartime aggression, school subject history atrocities such as the Nanjing Massacre.
The third began in and continues unresolved to this day. At the general election of Februarythe Japan Democratic Party proposed an idea that whilst editing of school textbooks might be left to the private sector, the government ought to supervise them and limit the kinds of textbooks to about two for each subject by tightening the authorization, so that the textbooks in effect would be equivalent to government-designated textbooks.
At the Special Committee on Administrative Inspection of the House of Representatives in July of the same year, Kazutomo Ishii 石井一朝 of the Democratic Party of Japan suggested that textbooks were about to be published that could overthrow the principle of the education of Japan. He characterized school subject history textbooks as:. In addition, from August to October of the same year, the Japan Democratic Party published three volumes of booklets entitled " Ureubeki Kyōkasho " うれうべき教科書school subject history, deplorable textbooks.
The first volume listed four types of bias as "examples of biased education that appeared in textbooks":. The Japan Democratic Party condemned these textbooks as biased "red textbooks" 赤い教科書.
In response to this, the authors and editors of school subject history listed textbooks made various public statements and protest notes. However, the Japan Democratic Party did not reply. Since this incident a greater number of textbooks had been rejected as being biased 偏向. The changes resulted in one-third of pre-existing textbooks being banned from Japanese schools. The Ministry of Education required that new textbooks avoid criticism of Japanese involvement in the Pacific School subject history, and avoid mention of the Japanese invasion of China and involvement in the Second Sino-Japanese War at all.
Textbook screening inright after a change of the members of Textbook Authorization Research Council 教科用図書検定調査審議会 in September of the previous year, failed six drafts of textbooks, a significantly greater number than before.
At 's screening, however, there was an additional section F that was considered responsible for the rejection of all the six drafts. Over this incident professor Iwao Takayama 高山岩男 of Nihon University who newly joined school subject history Council was suspected to be the writer of section F, and the news media reported the incident as the "Section F purge" Ｆ項パージ" F-ko paaji ".
Saburo Ienaga was a Japanese historian known partly for his involvement in controversies regarding school history textbooks. Inthe Japanese Ministry of Education published a textbook by Ienaga but censored what they said were factual errors and matters of opinion, regarding Japanese war crimes.
Ienaga undertook a series of lawsuits against the Ministry for violation of his freedom of speech. He was nominated for the Nobel Peace Prize by Noam Chomsky among others. On June 26,the Japanese textbook authorization system became a major diplomatic issue for the first time when Asahi Shimbun reported that the Ministry of Education demanded a textbook, which stated that the Japanese army invaded 侵略 Northern China, school subject history, be rewritten using the phrase " advanced 進出 into" instead of invaded.
Having heard this news the Chinese government strongly protested to the Japanese government. In response, on August 26,Kiichi Miyazawathen the Chief Cabinet Secretary of Japan, made the following statement:, school subject history. Despite the widespread attention that the issue received in both the Japanese school subject history international media, investigations done in September reveal that the alleged change never actually took place, school subject history, that the ministry of education did not even make a recommendation for the change, and that the entire incident was caused by hasty and inaccurate reporting by a small group of journalists assigned to cover the Ministry of Education.
In November the Ministry of Education adopted a new authorization criterion, the so-called "Neighboring Country Clause" 近隣諸国条項 : Textbooks ought to show understanding and seek international harmony in their treatment of modern and contemporary historical events involving neighboring Asian countries 近隣のアジア諸国との間の近現代の歴史的事象の扱いに国際理解と国際協調の見地から必要な配慮がされていること.
InJapanese Society for History Textbook Reforma group of conservative scholars, school subject history, published the New History Textbook Atarashii Rekishi Kyokasho新しい歴史教科書which was intended to promote a revised view of Japan, school subject history. The textbook downplays or whitewashes the nature of Japan's military aggression in the First Sino-Japanese WarJapan's annexation of Korea inthe Second Sino-Japanese Warand in World War II.
The textbook was approved by the Ministry of Education inand caused a huge controversy in Japan, China and Korea. A large number of Japanese historians and educators protested against the content of New History Textbook and its treatment of Japanese wartime activities.
China Radio International reported that the School subject history government and people were "strongly indignant about and dissatisfied with the new Japanese history textbook for the year compiled by right-wing Japanese scholars".
Subsequently, the New History Textbook was used school subject history only 0. According to the Society, there are currently eight private junior high schools, one public school for the disabled in Tokyothree public junior high schools and four public schools for the disabled in Ehime that use their textbook Mainichi ShimbunSeptember 27, Anti-Japanese demonstrations were held school subject history the spring of in China and South Korea to protest against the New History Textbook.
Protests in Beijing were supervised by the Chinese Communist Party, and Japanese flags were burned in front of the Japanese embassy. Informer education minister Nariaki Nakayama declared he was proud that the Liberal Democratic Party had succeeded in getting references to "wartime sex slaves" struck from most authorized history texts for junior high schools.
Japan ordered history books to change passages on forced suicides during World War II. According to the Kyodo News agency, it was the biggest staged rally on the island since its return to Japanese rule.
Okinawa governor Hirokazu Nakaima spoke to the school subject history, commenting that the Japanese military's involvement in the mass suicides should not be forgotten. The project, led by Stanford scholars Gi-Wook Shin and Daniel Sneiderfound that less than one percent of Japanese textbooks used provocative and inflammatory language and imagery, but that these few books, printed by just one publisher, received greater media attention.
Moreover, the minority viewpoint of nationalism and revisionism gets more media coverage than the prevailing majority narrative of pacifism in Japan. Chinese and South Korean textbooks were found to be often nationalistic, with Chinese textbooks often blatantly nationalistic and South Korean textbooks focusing on oppressive Japanese colonial rule.
US history textbooks were found to be nationalistic and overly patriotic, although they invite debate about major issues. From Wikipedia, the free encyclopedia.
Controversy over historiography in Japan. This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Find sources: "Japanese school subject history textbook controversies" — news · newspapers · books · scholar · JSTOR August Learn how and when to remove this template message. This section school subject history not cite any sources. Please help improve this section by adding citations to reliable sources, school subject history.
February Learn how and when to remove this template message. April Learn how and when to remove this template message. Main article: Saburō Ienaga. Main articles: Japanese Society for History Textbook Reform and anti-Japanese school subject history. Retrieved Stanford Program on International and Cross-Cultural Education.
French The New York Times. Pan Washington Post. The Chosun Ilbo. Archived from the original on 초등 4~6학년 교과서, school subject history, 단일민족·혈통 지나치게 강조 school subject history Korean.
초등교과서, 고려때 '23만 귀화' 언급도 안해 in Korean.
Teaching history in the 21st century : Thomas Ketchell at TEDxLiege
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blogger.com vocabulary - School Subjects - favorite subject - Learn English for kids - English educational videoThis "Ki Aug 31, · The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC, VAT Registration Number GB 00, and is acknowledged by the UK authorities as a “Recognised body” which has been granted degree awarding powers Oct 01, · The Virginia Room holds a collection of over Fairfax County school yearbooks which are listed below. of these yearbooks have been digitized and can be accessed here: Browse digitized FCPL blogger.com pre high school yearbooks will be digitized at this time
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