Relevant bibliographies by topics / Education – History – Japan

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Education – History – Japan'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education – History – Japan"

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Arai, Chinichi. "History Textbooks in Twentieth Century Japan." Journal of Educational Media, Memory, and Society 2, no. 2 (September 1, 2010): 113–21. http://dx.doi.org/10.3167/jemms.2010.020208.

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Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Many teachers, historians and trade unions resisted this tendency, and in 1982 neighboring countries in East Asia protested against the Japanese government for justifying past aggression in history textbooks. As a result, descriptions of wartime misdeeds committed by the Japanese army found their way into textbooks after 1997. Although the ethnocentric history textbook for Japanese secondary schools was published and passed government screening in 2001, there is now a trend towards bilateral or multilateral teaching materials between Japan, South Korea, and China. Two bilateral and one multilateral work have been published so far, which constitute the basis for future trials toward publishing a common textbook.
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SAKURAI, Mariko. "Future of History Education for Undergraduates in Japan." TRENDS IN THE SCIENCES 16, no. 10 (2011): 7. http://dx.doi.org/10.5363/tits.16.10_7.

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Hein, Patrick. "Postwar history education in Japan and the Germany's." Asian Ethnicity 12, no. 1 (February 2011): 123–24. http://dx.doi.org/10.1080/14631369.2010.510881.

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Yonezu, Mika. "History of the Reception of Montessori Education in Japan." Espacio, Tiempo y Educación 5, no. 2 (July 9, 2018): 77. http://dx.doi.org/10.14516/ete.227.

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This paper focuses on the history of the reception of Montessori Education, and sheds light on the development of childhood education in Japan. From its first adoption in the 1910s until today, the Montessori style of Education has been both praised and criticised. Nevertheless, this period has seen three distinct phases of theory and practice. The first stage (1910s-1930s) saw, from its initial adoption, a rapid acceptance of Montessori Education, due to its promise of early education and new teaching methods promoting freedom for children. However, the method soon lost popularity because some educators criticized the weakness of Montessori’s theory. In the second stage (1930s-post-World War II), interest in the method continued to grow, albeit gradually, and several books published on the Montessori Method in Europe and America were translated into Japanese. The third stage (1950s-present) saw the so-called «Montessori revival», in which the method caught on again with many educators. Many original works were translated, numerous studies on Montessori appeared, and the number of kindergartens and nursery schools using the Montessori Method increased. Much has been said both for and against Montessori’s concept of «freedom for children». Recently, however «learning from the environment» has become an important topic in early childhood education in Japan. Montessori attaches importance to children’s freedom to interact with each other and their environment, leading to a renewed interest in the Montessori method and the theory behind it. This paper seeks to clarify the transitions in the popularity of Montessori Education and analyse its value to Japan.
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Kuzuhara, Shigeki. "History of neurology and education of neurology in Japan." Rinsho Shinkeigaku 49, no. 11 (2009): 968–71. http://dx.doi.org/10.5692/clinicalneurol.49.968.

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Kim, Yunjeong. "The history and Issues of Multicultural Education in Japan." Journal of educational Research Institute 19, no. 1 (May 31, 2017): 1. http://dx.doi.org/10.15564/jeju.2017.05.19.1.1.

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Katagiri, Yoshio. "The Study of the History of Education in Japan." Paedagogica Historica 30, no. 2 (January 1994): 637–44. http://dx.doi.org/10.1080/0030923940300208.

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Sasajima, Kohsuke. "History of Physical Education and Sport in Ancient Japan." Canadian Journal of History of Sport 19, no. 2 (December 1988): 57–61. http://dx.doi.org/10.1123/cjhs.19.2.57.

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NAKAGAWA, Koichi. "University Education of Geography. Institutional Short History of Geographic Education in Japan." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 772–75. http://dx.doi.org/10.5026/jgeography.106.6_772.

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Rubinger, Richard, and Barbara Rose. "Tsuda Umeko and Women's Education in Japan." History of Education Quarterly 35, no. 1 (1995): 94. http://dx.doi.org/10.2307/369714.

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Dissertations / Theses on the topic "Education – History – Japan"

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李玉香 and Yuk-heung Li. "Women's education in Meiji Japan and the development of Christian girls' schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233788.

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Frey, Christopher J. "Ainu schools and education policy in nineteenth-century Hokkaido, Japan." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3292445.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Title from dissertation home page (viewed May 28, 2008). Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4636. Adviser: Heidi Ross.
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Walker, Brett L. "William Smith Clark: A Study in Education, Christianity, and American-Japanese Cooperation in the Nineteenth Century." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4640.

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In March, 1990, I was hired to teach English in Japan at a small, private academy in Chitose, Hokkaido. The school was called the Academy of Clark's Spirit. My first day at work I was asked by my boss, Sato Masako: "So Mr. Walker, of course you know who Dr. Clark is?" I told Mr. Sato that I was sorry, but that I did not. "You said in your resume that you are a history student? We named this school after him. He's one of the most important people in Hokkaido's history," he said, looking disappointed. Mr. Sato explained that he wanted me to teach with the spirit of Clark in mind and bring to his classrooms what Clark brought to Hokkaido over a hundred years before. I nodded and asked to see my apartment. I began this study of William Smith Clark after my first stay in Hokkaido. It is the product of my interest in modern Japanese history, particularly Japan's relationship with the United States. The first leg of this project was started in Amherst, Massachusetts, where I met with Dr. John Maki. He directed me through the Clark collection at the University of Massachusetts at Amherst. I had several interviews with Maki during the week I was in Massachusetts and was given liberal access to the Clark collection under his influence. The second leg of my study was continued in Sapporo, Hokkaido. I met with Dr. Toshiyuki Akizuki at Hokkaido University and was shown through the Clark collection there. I lived in Hokkaido for about two years and have kept notes on the tribute paid to Clark and visible signs of his impact on the northern island. The focus of this study is to look at Clark's contribution to the development of Hokkaido by detailing his work in education, Christianity, and agriculture. By focusing on Clark's particular contribution to Hokkaido a larger historical trend, that is, the importation of foreign ideas in the history of Meiji Japan, is better understood. ~he results of this study conclude that Clark was an important figure in the history of Hokkaido's settlement, and to the development of nineteenth century Japan.,. ,Clark was also an important figure in the history of the relations between Japan and the United states., It is in lasting institutions like Hokkaido University and the Sapporo Independent Christian Church where Clark's impact is best illustrated. These institutions, particularly the university, were the nerve centers for Hokkaido's development, and Clark planted these seeds of enlightenment, under the direction of the Meiji government, in the fertile northern soil. I have gained a better understanding of Clark's stay in Hokkaido because of this project, but doubt that I could even now satisfy Mr. Sato's insistence that I teach with Clark's spirit. I do understand, however, why it was important to Mr. Sato that I try. Clark's phrase "Boys Be Ambitious" still embodies the spirit of many educators in Hokkaido and his success with Japanese students is one of the better examples of international exchange in any country. Clark is cherished by the people of Hokkaido as the spiritual pioneer of their island even though his stay
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Chen, Shuangli, and 陳霜麗. "Cultivating new ryōsai kenbo : St. Agnes' School in the Meiji period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209473.

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This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education. Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit. St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims. By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan.
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Modern Languages and Cultures
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Doctor of Philosophy
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Lanson, Kirsty. "Passive minds or critical thinking : history education in Germany and Japan as reflected in current textbooks /." Title page and contents only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arl295.pdf.

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Cherok, Jessica A. "Explaining Education: Case Studies on the Development of Public Education Institutions." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275426868.

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Asakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.
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Dutridge-Corp, Elizabeth Anne. "Reconciling the Past: H.R. 121 and the Japanese Textbook Controversy." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1250099908.

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Cousin, Marion. "La "révolution" de l'enseignement de la géométrie dans le Japon de l'ère Meiji (1868-1912) : une étude de l'évolution des manuels de géométrie élémentaire." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10082/document.

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Durant l'ère Meiji, afin d'occuper une position forte dans le concert des nations, le gouvernement japonais engage le pays dans un mouvement de modernisation. Dans le cadre de ce mouvement, les mathématiques occidentales, et en particulier la géométrie euclidienne, sont introduites dans l'enseignement. Cette décision est prise alors que, en raison du succès des mathématiques traditionnelles (wasan), aucune traduction sur le sujet n'est disponible. Mes travaux s'intéressent aux premiers manuels de géométrie élémentaire, qui ont été élaborés, diffusés et utilisés dans ce transfert scientifique. Une grille d'analyse centrée sur les questions du langage et des outils logiques est déployée pour mettre en évidence les différentes phases dans l'importation et l'adaptation des connaissances occidentales
During the Meijing era, the political context in East Asia led the Japanese authorities to embark on a nationwide modernization program. This resulted in the introduction of Western mathematics, and especially Euclidean geometry into Japanese education. However, as traditional mathematics (was an) were very successful at that time, there were no Japanese translations of texts dealing with this new geometry available at this time. My work focuses on the first Japanese textbooks that were developed, distributed and used during this period of scientific transfer. My analysis concentrates on language and logical reasoning in order to highlight the various phases in the importation and adaptation of Western knowledge to the Japanese context
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Wartelle, Clara. "Les chants pour enfants au Japon au début du 20ème siècle : de la réception à l'affirmation d'une identité musicale." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCF001/document.

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Pièces musicales abondamment composées au début du 20ème siècle au Japon, les chants pour enfants ont fait l'objet de réflexions croisées entre pédagogues, hommes de lettres et musiciens dans une période d'effervescence culturelle et de développement des médias de divertissement.Introduite très tôt dans le système scolaire, la pratique du chant présentait des intérêts aussi variés que ceux de renforcer l'esprit collectif, de faciliter la mémorisation des connaissances, de disposer d'un répertoire interprété lors des cérémonies publiques et des manifestations patriotiques, mais aussi d'attribuer une identité commune aux exécutants. La question de l'identité musicale japonaise a notamment préoccupé les intellectuels de l'ère Taishô qui, face à l'occidentalisation grandissante bouleversant la vie sociale des Japonais, voulurent exhumer les chansons autochtones afin de les exploiter dans l'élaboration d'un nouveau répertoire.Chacune des trois parties de cette thèse s'attache donc à décrire et analyser les comptines (warabe uta), les chants scolaires (shôka) puis les chants pour enfants (dôyô) qui constituent le répertoire de la chanson enfantine au Japon, afin de retracer les évolutions inhérentes à ces types de pièces vocales, décrire les interactions des différents courants musicaux, révéler les ruptures et les oppositions que l'on peut observer dans les discours des milieux artistiques et littéraires, et permettre ainsi une meilleure compréhension de la société de l'époque
Children’s songs were a source of reflection between pedagogues, intellectuals, and musicians during a dynamic period of cultural revival and the development of media for entertainment.Introduced very early in the school system, singing practice was a source of various interests as much as an enforcement of a collective spirit or knowledge memorization. On the other hand, patriotic demonstrations during public ceremonies allowed the enforcement of national identity through singing. The Japanese musical identity raised several questions for intellectuals of the Taisho era. During that time, they were facing an acceleration of the phenomenal Westernization of Japanese society and wanted to use Japanese nursery rhymes in order to create a new repertoire.Each part of this thesis will describe and analyze nursery rhymes (warabe uta), school songs (shôka) and children songs (dôyô) that form the genre of ‘children songs’ in Japan. Through each item, I will retrace the evolution of those types of vocal pieces and describe the interactions between the repertoire of different musical eras. This will help to reveal the opposition that can be witnessed in the speech of the artistic and literary community at the time and allows a better understanding of the wider society of that period
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Books on the topic "Education – History – Japan"

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Dore, Ronald Philip. Education in Tokugawa Japan. Ann Arbor: Center for Japanese Studies, University of Michigan, 1992.

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Stephens, Michael Dawson. Japan and education. Houndmills, Basingstoke, Hampshire: Macmillan, 1991.

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Stephens, Michael Dawson. Japan and education. New York: St. Martin's Press, 1991.

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The history of modern Japanese education, 1872-1890. New Brunswick, N.J: Rutgers University Press, 2009.

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Roth, Peter. War lords of Japan: A simulation of the shogun history of feudal Japan. [Lakeside, Calif: Interaction Publishers, 1990.

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Nihon no kyōiku: Education in modern Japan. Tōkyō: Tōkyō Daigaku Shuppankai, 1994.

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Education and examination in modern Japan. [Tokyo]: University of Tokyo Press, 1990.

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Education and the future of Japan. Sandgate, Folkestone, Kent: Japan Library, 1991.

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Tsuchimochi, Gary Hoichi. Education reform in postwar Japan: The 1946 U.S. Education Mission. [Tokyo]: University of Tokyo Press, 1993.

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Postwar history education in Japan and the Germanys: Guilty lessons. Milton Park, Abingdon, Oxon: Routledge, 2009.

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Book chapters on the topic "Education – History – Japan"

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Okano, Kaori H. "History of schooling." In Education and Social Justice in Japan, 16–37. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315814094-2.

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Saaler, Sven. "Japan." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 321–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_25.

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Sato, Chizu, and Zane M. Diamond. "An Indigenous history of education in Japan and Australia." In Post-Imperial Perspectives on Indigenous Education, 25–65. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429400834-3.

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Ropers, Erik. "The Hanaoka Incident and Practices of Local History and Memory Making in Northern Japan." In Historical Justice and History Education, 87–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70412-4_5.

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Maeda, Koji. "Higher education in Japan and the history of Ainu demands." In Post-Imperial Perspectives on Indigenous Education, 80–90. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429400834-5.

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Isozaki, Tetsuo. "Why Research the History of Science Education/Teaching (Rika) in Japan?" In Science Education Research and Practice from Japan, 1–23. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2746-0_1.

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Lynn, Kyung-Hee. "History of Japanese language education at UBC, 1956–1998: Challenges and future directions." In Japan after the Economic Miracle, 265–76. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4277-9_14.

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Ogawa, Masakata. "A Cultural History of Science Education in Japan: an Epic Description." In Socio-Cultural Perspectives on Science Education, 139–61. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5224-2_8.

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Liu, Xiangying, and Chiafen Lin. "History and Reform of Early Childhood Care and Education (ECCE) in Japan." In International Handbook of Early Childhood Education, 623–48. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_29.

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Saito, Yoshifumi. "English Language Teaching and Learning in Japan: History and Prospect." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 211–20. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2632-5_13.

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Conference papers on the topic "Education – History – Japan"

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Zou, Jie, and Shunhui Wang. "History of Feminist Criticism in Japan." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.245.

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KANAME, Mariko, and Shigeru MAEDA. "The difficulty of bridging between art education and design education for children: A reception of Marion Richardson in Japan after WW2." In 10th International Conference on Design History and Design Studies. São Paulo: Editora Edgard Blücher, 2016. http://dx.doi.org/10.5151/despro-icdhs2016-02_005.

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Xu, Hongli. "Discussion on the Tribal Problems from the Recent Modern History of Japan." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.163.

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"History of Christianity’s Spread and Development in Japan--An Investigation of the confrontation relationship with “civil religion”." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.073.

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Yedidiah, S. "A Bridge Between Science and Practical Engineering." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56011.

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This paper discusses the causes and effects of the ever-growing gap between academia and the practicing engineer. Also, it suggest a possible means which might be capable to bring both approaches closer together. Recent advances in science have opened up new horizons before the practicing engineers. However, these new developments require to make use of so much information, that it makes it impossible for a single person to master simultaneously both: The scientific and the practical aspects of a given problem. It is very difficult for scientists to follow and to become intimately familiar with all the innovations which are continuously occurring in their own field. The less can a scientist afford to be distracted by attempts to master all the intricacies of the practical aspects of problems, which a practicing engineer has to take care of. The same is also true in relation to the possibility, that an engineer will master all the new developments which are occurring in science. To alleviate this problem, the academic community in Japan has recently adopted new criteria for the accreditation of institutions which are teaching engineering [4]. To become accredited, an engineering educational institution has to include, into its curriculum, also courses of a practical nature. The steps adopted in Japan will undoubtedly bring some relief to the problem. However, their effectiveness could be significantly enhanced by introducing a course which would teach how to translate a mathematical expression into its physical meaning. The capability to execute such a translation could bring science much closer to practical engineering. This paper presents a case history which illustrates the negative effects of the existing gap [1,2,3]. Also, it illustrates, how the existing gap between academia and the practicing engineer could be narrowed: By a course which would teach, how to translate a mathematical equation into its relevant physical meaning. Finally, it presents a case-history, which demonstrates the enormous potentials of a proper translation of a mathematical equation into its relevant physical meaning.
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