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CHAPTER . AIMS AND CONTENTS OF EDUCATION AND SOCIO-ECONOMIC DEVELOPMENT

Generally speaking, the contents of textbooks in advanced countries, such as the western European countries, the U.S.A., and the U.S.S.R. are of comparatively high standard and those in the developing countries, such as those of Southeast Asia, South America, the Near East and Africa, are of lower level. Japan belongs to the former group of countries with respect to the standard of contents of textbooks.

In arithmetic and science textbooks, the present tendency is toward attaching increasing importance to drill. A trend toward intellectualism is observed in the contents of the textbooks of western European countries. The contents of textbooks of the U.S.S.R., although they regard drill also as important, are known to differ from those of the western European countries in the emphasis paid therein to relations with actual living. The contents of the textbooks of Japan and the U.S.A., in which more importance attached to pupils' interests, aptitudes and experience, has recently shown a trend toward an effort to make use of good points of both European and U.S.S.R. types of contents as a result of the examination of education in the light of modern requirements.

Examination of the contents of social studies and national language the textbooks of western European countries have the tendency of stressing cultural history or of placing major importance on cultural aspect. While those of the U.S.A. mostly are concerned with normal community life. The textbooks of the U.S.S.R., being based on the materialistic conception of history, are more politically oriented and place less emphasis on the cultural and community aspects of these subjects than do the other advanced countries. In the textbooks ofthe emerging countries in Asia, Middle and Near East, the objective of increasing the national level of education and culture is evidenced, and in South America, of promoting the spirit of nationalism is marked.

Historical characters cited in the textbooks of the various countries exemplify the traits and characteristics considered important in their educational programs.

In the U.S.A., the frontier spirit which resulted in the founding and expansion of the nation is exemplified by Christopher Columbus and Daniel Boone (a representative frontiersman) and others of their type, i.e., men of independence, vigor and courage. The spirit of capitalism is exemplified in the textbooks by individuals who have achieved success by hard work, diligence in following one's chosen walk .of life, and sportsmanship. The achievements of science and technology are exemplified by great Americans and others who have sparked advances in these fields. New names will be added to the list of the illustrious in these fields as the race for supremacy in space exploration continues.

In the U.S.S.R., the major purposes of education are to train advocates of communism and personnel equipped with tlae techniques of production. For the teaching of communism, the theory of communism and ideas of social classes and of unification of races and so forth are incorporated and great leaders in these areas are cited in textbooks as exemplars. For the techniques of production, major importance is attached to the basic knowledge of science and at the same time to the development of skills in production through close cooperative relations between schools and factories and farms. To exemplify the desired objectives, a large number of scientists, engineers and technicians are cited in textbooks.

In the textbooks of western European countries, scientists, such as Watt, Calileo and Cuxton, artists, including Shakespeare, Dante and Da Vinci, explorers, including Marco Polo, Livingstone and Captain Cook, and Christ and the virgin Mary are cited as exemplary characters to stimulate students to achieve high standards of intellectual, cultural and Christian attainment.

In the textbooks of Asian and South American countries, which acquired independence from foreign sovereignty, much is contained concerning the leaders and heroes of the days of the foundation of these countries, to infuse pupils with concepts of racial or national independence and patriotic sentiments. It is noted that textbooks of Thailand devote a major part of their contents to the lessons of filial duty, diligence, thrift and the importance of promoting domestic industries, just as those of Japan did in the Meiji Era, and those of India stress the concepts of human equality and the dignity of labor.

As it is seen from the foregoing, the contents of curricula have been changing, keeping pace with the development of society and serving in turn as a driving force for social development. Educational investment could not be effective should the contents of curricula lag behind social progress. From this point of view the contents of curricula have been playing an important role in social and economic development. Thus the contents of curricula should be studied, taking into close consideration the fact that the contents should be adapted to social demands and should take the lead in social progress.