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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

White, Merry I., Edward R. Beauchamp, and Richard Rubinger. "Education in Japan: A Source Book." Monumenta Nipponica 44, no. 3 (1989): 385. http://dx.doi.org/10.2307/2384629.

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12

Goodman, Roger, Ikuo Amano, William K. Cummings, and Fumiko Cummings. "Education and Examination in Modern Japan." Monumenta Nipponica 45, no. 4 (1990): 499. http://dx.doi.org/10.2307/2385392.

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13

Ku, Kyeong Nam. "Peace Education in the Field of History Education in Japan and its Implications." Journal of North-east Asian Cultures 1, no. 36 (September 2013): 291–307. http://dx.doi.org/10.17949/jneac.1.36.201309.017.

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14

Cave, Peter. "Teaching the history of empire in Japan and England." International Journal of Educational Research 37, no. 6-7 (January 2002): 623–41. http://dx.doi.org/10.1016/s0883-0355(03)00054-5.

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15

WATANABE, Kagetaka. "Education of Earth Sciences. History of Geoscience Educaiton in Japan." Journal of Geography (Chigaku Zasshi) 105, no. 6 (1996): 694–702. http://dx.doi.org/10.5026/jgeography.105.6_694.

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16

Naoko Ono. "Medical Interpreter Education in Japan: History, Current Status and Prospects." Journal of Translation Studies 16, no. 4 (October 2015): 147–65. http://dx.doi.org/10.15749/jts.2015.16.4.012.

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17

Wils, Kaat. "Postwar History Education in Japan and the Germanys: Guilty Lessons." History of Education 40, no. 5 (September 2011): 685–88. http://dx.doi.org/10.1080/0046760x.2011.598473.

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18

Rawstron, Kirsti. "Postwar History Education in Japan and the Germanys: Guilty Lessons." Japanese Studies 32, no. 3 (December 2012): 478–80. http://dx.doi.org/10.1080/10371397.2012.735541.

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19

Shibata, Masako. "Postwar history education in Japan and the Germanys: guilty lessons." Comparative Education 48, no. 3 (August 2012): 406–7. http://dx.doi.org/10.1080/03050068.2012.692181.

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20

Yamakawa, Koji. "History of a Hundred years of pharmaceutical education in Japan." Revue d'histoire de la pharmacie 84, no. 312 (1996): 272–74. http://dx.doi.org/10.3406/pharm.1996.6223.

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21

Lee, Se Yun. "(Review) History education on the March 1st Movement in Japan." Chongramsahak 33 (June 30, 2021): 263–94. http://dx.doi.org/10.36492/crsh.33.5.

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22

Triana, Novita. "English Education at Elementary School in Japan." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (May 11, 2017): 20. http://dx.doi.org/10.24127/pj.v6i1.783.

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This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL

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23

Roden, Donald T., and Richard Rubinger. "Private Education and Personal Experience in Tokugawa Japan." History of Education Quarterly 25, no. 4 (1985): 513. http://dx.doi.org/10.2307/368839.

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24

Thakur, Yoko H. "History Textbook Reform in Allied Occupied Japan, 1945-52." History of Education Quarterly 35, no. 3 (1995): 261. http://dx.doi.org/10.2307/369749.

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25

MORITA, Rihito. "Museums of Natural History in Japan. Exhibitions and Science Education in Natural History Museums." Journal of Geography (Chigaku Zasshi) 107, no. 6 (1998): 862–71. http://dx.doi.org/10.5026/jgeography.107.6_862.

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26

DeCoker, Gary, and Gary M. Tsuchimochi. "Education Reform in Postwar Japan: The 1946 U. S. Education Mission." Monumenta Nipponica 48, no. 3 (1993): 396. http://dx.doi.org/10.2307/2385138.

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27

Masafumi, Okazaki. "Chrysanthemum and Christianity: Education and Religion in Occupied Japan, 1945––1952." Pacific Historical Review 79, no. 3 (August 1, 2010): 393–417. http://dx.doi.org/10.1525/phr.2010.79.3.393.

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American occupying forces had an unprecedented opportunity to establish Christianity in post-World War II Japan, but their efforts failed. This article argues that Gen. Douglas MacArthur's efforts at Christianization failed because of a fundamental contradiction within the goals of the Occupation. On the one hand, MacArthur saw Christianity and American-style democratic institutions as inextricably linked and serving similar purposes, including fending off communism. On the other, the American ideal of the separation of church and state, which explicitly criticized the influence of State Shinto in pre-war Japan and was embodied in the Occupation's Shinto Directive, ran counter to the promotion of Christianity to replace Shinto. This internal conflict eliminated one of the Occupation's more promising avenues for Christianization——public education.

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28

Marshall, Byron K., Edward R. Beauchamp, and Akira Iriye. "Foreign Employees in Nineteenth-Century Japan." History of Education Quarterly 31, no. 1 (1991): 127. http://dx.doi.org/10.2307/368804.

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29

Grzesiak, Hanna. "History of the educational system for people with disabilities in Japan." Special School LXXXII, no. 2 (April 30, 2021): 140–47. http://dx.doi.org/10.5604/01.3001.0014.8476.

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The aim of this article is to analyze the history of the educational system for people with disabilities in Japan, which has changed enormously over the centuries. At first, it was the responsibility of the family to care for a child with a disability, who was often stigmatized and deprived of any form of education, as was the family itself, which was often stigmatized for the mere fact of having a child with special needs. The situation changed only at the end of the 19th century due to establishing foreign contacts with other countries. It was thanks to them that Japan started implementing education for children with disabilities. At first special schools for blind and deaf children were established. At the very end, children with intellectual disabilities were included in special education. Starting from 2006, mainly thanks to education reform, children with disabilities are to integrated with peers and placed in mainstream schools. Statistical data, government documents, legislative documents and school curricula will be used in this article.

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30

Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.

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31

Akamine, Jun. "Tastes for blubber: diversity and locality of whale meat foodways in Japan." Asian Education and Development Studies 10, no. 1 (September 16, 2020): 105–14. http://dx.doi.org/10.1108/aeds-02-2020-0027.

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PurposeThis paper aims to discuss how whale meat foodways in Japan is a local practice, contrary to the prevailing political belief that it is national, and to examine two local whale meat foodways in Japan by focusing on the usage of blubber. To understand complexity of whaling issue, one needs to be careful of species rather than general “whale.”Design/methodology/approachBy investigating two kinds of recipe books, one published in the early 19th century and the other the early 20th century on whale meat dish, the paper clarifies blubber has been widely consumed rather than lean meat, and blubber was more important than lean meat as whale meat.FindingsThe western part of Japan has rich whale meat foodways compared to other parts of Japan. It is because of their history of whaling since the 17th century. They have inherited rich whale meat foodways.Originality/valueAlthough whale sashimi and deep-fried lean meat are popular nationwide regardless of their communities' history, former whaling communities in the western part of Japan developed a preference for blubber, skin, tongue and offal over lean meat. Whale meat foodways in Japan, therefore, is a local heritage. This fact should be the starting point for analyzing Japanese whaling and whale meat foodways.

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32

SPIECKER, BEN. "Japan and the American Identity." Journal of Philosophy of Education 30, no. 2 (July 1996): 315. http://dx.doi.org/10.1111/j.1467-9752.1996.tb00401.x.

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33

Nuryatno, M. Agus. "Comparing Religious Education in Indonesia and Japan." Al-Jami'ah: Journal of Islamic Studies 52, no. 2 (December 30, 2014): 435. http://dx.doi.org/10.14421/ajis.2014.522.435-458.

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This paper compares the way in which religious education has been performed in Indonesia and Japan in terms of context, theory, history, policy, practice, and impact. Generally speaking, the practice of religious education in the two countries is far different in that Indonesia has strong support to religious education, while Japan has weak support to the practice of religious education. This is due to the fact that not only the characteristics of the societies of the two countries are different, but also the two do embrace different state’s ideology. In addition families in the two societies play a crucial role in determining the existence and practice of religious education.[Tulisan ini membandingkan pengajaran agama antara Indonesia dan Jepang dalam hal konteks, teori, sejarah, kebijakan, dan pengaruhnya. Secara umum dapat dikatakan bahwa pendidikan agama di kedua negara ini sangat berbeda. Di Indonesia, pemerintah memberikan dukungan besar terhadap pendidikan agama, sementara pemerintah Jepang sangat kurang mendukung pendidikan agama. Hal ini tidak hanya dikarenakan karakter masyarakat dari kedua negara ini yang sangat berbeda, tetapi juga disebabkan ideologi dari kedua negara ini yang juga berbeda. Terlepas dari itu, di kedua negara ini lembaga keluarga memiliki peran yang cukup krusial dalam menentukan eksistensi dan pelaksanaan pendidikan agama.]

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34

Zhang, Won Tae, Suk Young Yun, and Byung Jin Choi. "Comparison of Horticultural Therapy in Korea and Japan: History, Inspiration, and Education." Journal of People, Plants, and Environment 21, no. 6 (December 31, 2018): 533–43. http://dx.doi.org/10.11628/ksppe.2018.21.6.533.

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35

Klopfer, Leopold E. "Resources for research on science education in japan." Science Education 70, no. 3 (June 1986): 347–50. http://dx.doi.org/10.1002/sce.3730700305.

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36

Taida, Ichiro. "The earliest history of European language education in Japan: focusing on Latin education by Jesuit missionaries†." Classical Receptions Journal 9, no. 4 (August 23, 2017): 566–86. http://dx.doi.org/10.1093/crj/clx006.

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37

Joby, Chris. "Approaches to Writing a Social History of Dutch in Japan." Neerlandica Wratislaviensia 26 (May 18, 2017): 69–91. http://dx.doi.org/10.19195/8060-0716.26.3.

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To date there has been no social history of the interesting subject of the Dutch language in Japan from c.1600 to 1900. This article provides a brief introduction to the use of Dutch in Japan, and then considers three possible approaches to writing such a history, evaluating the merits of each approach. The first of these is to analyse the use of Dutch in Japan by communities of language. The second approach is domain-based. This approach considers the use of language within social domains or spheres of activity, such as commerce and education. The third approach is a function-based one, which focusses on the purposes for which individuals and groups used Dutch. These include functions such as translation and interpretation. The article concludes that given the particularity of the use of Dutch in Japan, it may be better to use aspects of each approach in writing a social history on this subject.

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38

Beauchamp, Edward R., and Leonard James Schoppa. "Education Reform in Japan: A Case of Immobilist Politics." Monumenta Nipponica 46, no. 3 (1991): 415. http://dx.doi.org/10.2307/2385230.

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39

Beauchamp, Edward R., and F. G. Notehelfer. "American Samurai: Captain L. L. Janes and Japan." History of Education Quarterly 27, no. 4 (1987): 556. http://dx.doi.org/10.2307/369056.

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40

Siromoto, Tomoko. "6. Brief History of Fixed do Solmization in Japan." Review of Artistic Education 11, no. 1 (March 1, 2016): 53–57. http://dx.doi.org/10.1515/rae-2016-0006.

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Abstract The Fixed DO solmization system which is used mainly in Latin language countries and the former USSR, was introduced to Japan by pianist Kiyohide Sonoda in the 1930s. The effectiveness was soon recognised in the out-school music education setting but the school music curriculum continued to use the Movable DO as the compulsory solmization system. Within a half century, however, Fixed DO naturally developed and not only pupils but teachers who had been taught in Fixed DO in their childhood became comfortable teaching and learning in Fixed DO. Subsequently, Movable DO in school textbooks has become very limited.

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41

Yamamoto, Shinichi. "The New Relationship between Industry and Higher Education in Japan." Industry and Higher Education 8, no. 2 (June 1994): 79–84. http://dx.doi.org/10.1177/095042229400800203.

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Against the background of a brief recent history of the higher education system in Japan, the author reviews the increasing recognition of the importance of establishing and developing interaction between higher education institutions and industry. Aside from increasing the relevance to industry of university education, there is now a strong emphasis in Japan on the development of basic research to maintain industrial competitiveness. This has led to government initiatives to encourage cooperative research between industry and universities and various mechanisms are in place to facilitate the development of interaction between firms and universities. In the current economic climate, universities are increasingly looking to the private sector for research funding and this is also accelerating the profound changes in the education–industry relationship.

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42

Uno, Kathleen. "Civil Society, State, and Institutions for Young Children in Modern Japan: The Initial Years." History of Education Quarterly 49, no. 2 (May 2009): 170–81. http://dx.doi.org/10.1111/j.1748-5959.2009.00194.x.

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Research on the history of children and childhood in modern Japan (1868–1945) reveals that issues related to civil society, state, and the establishment of institutions for young children can be explored beyond the transatlantic world. This brief essay considers the role of state and nonstate agents in the genesis of institutions for young children in modern Japan after briefly surveying historiography, a few basic terms, and earlier patterns of state and private involvement in education. After that, it proceeds in chronological order, treating first the founding of kindergartens and then day nurseries, focusing on the initial four decades.

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43

Lumumba-Kasongo, Tukumbi. "Africa-Asia Relations since the End of “Unipolar” Globalization: Focus on Education and Research." African and Asian Studies 12, no. 1-2 (2013): 118–39. http://dx.doi.org/10.1163/15692108-12341254.

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Abstract The role of education and research in social progress is vital. Since China was admitted into the World Trade Organization in 2001, its economic, financial and trade assistance with Africa has intensified, reflecting certain aspects of the claims associated with the Bandung Conference in 1955. And Japanese relations with Africa, which were at their peak from the end of 1980s through the beginning of the 1990s, have steadily been declining. Furthermore, as China has become the second largest economy in the World since 2010, it has begun projecting its influential power in Africa. Despite the newfound emergence of Chinese power in Africa, it is Japan that has created the strongest institutional support of its activities in the name of new Japan International Cooperation Agency ( JICA), which redefines Japan relationship with Africa through the TICAD initiative. The competition between these two powers can benefit Africa if she can build her political leverage in her own capacity to identify her priorities with confidence and determination. Using comparative and historical perspectives, this article focuses on the examination of the new trends regarding Chinese and Japanese assistance to Africa with a particular focus on education and research.

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44

Saaler, Sven. "Postwar History Education in Japan and the Germanys: Guilty Lessons (review)." Journal of Japanese Studies 37, no. 2 (2011): 448–53. http://dx.doi.org/10.1353/jjs.2011.0042.

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45

Seaton, Philip. "Postwar History Education in Japan and the Germanys: Guilty Lessons (review)." Monumenta Nipponica 66, no. 1 (2011): 195–97. http://dx.doi.org/10.1353/mni.2011.0004.

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46

Hata, Takayuki, and Masami Sekine. "Philosophy of Sport and Physical Education in Japan: Its History, Characteristics and Prospects." Journal of the Philosophy of Sport 37, no. 2 (October 2010): 215–24. http://dx.doi.org/10.1080/00948705.2010.9714777.

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47

Maruyama, Yasushi, and Tetsu Ueno. "Ethics Education for Professionals in Japan: A critical review." Educational Philosophy and Theory 42, no. 4 (January 2010): 438–47. http://dx.doi.org/10.1111/j.1469-5812.2008.00484.x.

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48

Young, Davey. "Special Education Policy and EFL in Japan." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 38. http://dx.doi.org/10.37546/jaltpcp2020-05.

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Inclusive education is becoming increasingly important thanks in large part to international policy guidance by the United Nations, though country-specific policy often lags behind global standards. An overview of the history of inclusive education in Japan will be provided to help contextualize how different policies for compulsory and postsecondary education take different approaches to meet international standards as outlined in the UN’s Convention on the Rights of Persons with Disabilities. Key policies that included provisions for inclusive education in Japan are then analyzed and discussed. Finally, additional considerations will be provided for how English language teachers can teach inclusively and help safeguard quality language education as a human right for all students. インクルーシブ教育は、国別の政策が国際水準にたいして後れをとっていることが多いものの、国連主導の国際的な政策指針のおかげで、ますます重要性を増している。本稿は、義務教育と中等教育後の学習機関の異なる政策が、国連で採択された「障害者権利条約」にある国際水準を満たすべく、いかに異なるアプローチを取りうるのかを考察するために、日本におけるインクルーシブ教育の歴史を概観する。その後、日本におけるインクルーシブ教育に関する条項を含む重要な政策について、分析し検討する。最後に、英語教師がどのようにしてインクルーシブ教育をおこない、すべての学生の人権として言語教育の質を保証することができるかという点において補足的な検討を加える。

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49

Lai, Herby. "Engagement and Reflexivity: Approaches to Chinese-Japanese Political Relations by Chinese Students in Japan." Journal of Current Chinese Affairs 44, no. 3 (September 2015): 183–212. http://dx.doi.org/10.1177/186810261504400308.

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Amidst political tensions between China and Japan, and against the backdrop of the patriotic education campaign in China that promotes a negative image of Japan as the victimiser, Chinese students in Japanese educational institutions study and work in Japan in a highly politicised context. In general, how they chose to interpret their experiences in Japan, and their views on history and controversial political issues involving China and Japan, demonstrates two levels of cosmopolitanism – namely, the ability and the willingness to engage with Japanese people on such issues, and reflexivity towards their own national identities. Meanwhile, some informants would deliberately avoid talking about history and controversial political issues involving China and Japan. While they lacked the willingness to engage with Japanese people on controversial issues, their keenness to separate their daily lives in Japan from the political context means they were also engaged in a reflexive reconfiguration of their national identities.

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50

Kumano, Ruriko. "Anticommunism and Academic Freedom: Walter C. Eells and the “Red Purge” in Occupied Japan." History of Education Quarterly 50, no. 4 (November 2010): 513–37. http://dx.doi.org/10.1111/j.1748-5959.2010.00292.x.

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In August 1945, Imperial Japan surrendered to the Allied Powers. From September 1945 to April 1952, the United States–the most dominant power among the victorious nations–occupied the defeated country.

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