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

Immediately after the opening of the country to foreign transportation, trade and commerce in the Meiji Era, every effort had to be concentrated upon the foundation of an independent modern nation, from heavy foreign economic pressures. However, under the guidance of the new government, the assimilation of western social and economic institutions and methods of production was rapid and welcomed with popular enthusiasm. Western concepts of education also were adopted, with the result that education came to play an important role in the modern development of Japan.

The objective of the new educational system was to assist Japan in developing a position of strength comparable with that of the world powers. To achieve this objective, the first steps taken were to provide basic education for tlae entire populace and a higher level of education for the training of leaders.

Failure to attain fully this broad objective resulted from indiscriminate adoption of the contents of western educational curricula, which, though of practical or pragmatic value in the countries from which they were borrowed, required adaptation to meet the actual needs of Japan.

In tlae early l880's, the confusion following the Meiji Restoration gave way to peace and order. Social and economic development was under way, and education, having passed its period of trial and error, was gradually systematized and popularized. To provide a high national standard of education, compulsory education was established in 1886, and the basic pattern of the modern school curriculum was adopted, with increased emphasis on moral education, the national language and mathematics. Moral education was based on Confucian ethics and emphasized the concepts of loyalty, filial piety, thrift and diligence. These items of moral value was emphasized as a means of achieving a greater degree of unity of nationalt1 thought, and to promote tlae economic way of living of the nation.

The results of these early efforts were shown during the decade 1887-1897 in a marked increase in the national income and production which gave Japan the national strength to conclude successfully the bitter Sino-Japanese and Russo-Japanese wars. The subsequent shift in emphasis from light industry to heavy industry created new demands on education. Compulsory education was extended to 6 years to raise the national standard of education, and efforts were initiated to train qualified personnel required for the development of the country and its society by establishing vocational schools and colleges for technicians and engineers.

Economic prosperity and the introduction of democratic concepts and liberal ideas marked the years from the middle to the latter part of the Taisho Era (1912-1926), following World War I. Subsequently, chronic depression and panic characterized the Japanese economy. Educational progress was temporarily slowed during this period.

Soon after, beginning with the Manchurian Incident in 1931, the entire nation was mobilized on a war-time basis and continued so until the close of World War . Education also was placed on a war-time footing to serve the ultra-nationalist purposes of a nation at war.

After World War , education has played a role in the advancement of Japanese democratization and the educational objective has become that of training men and women as the builders of a democratic country dedicated to peace. In recent years, the training of personnel capable of meeting the demands arising from economic and social changes resulting from scientific and technical advances has become of paramount importance. At the same time leadership has become necessary to successful participation in the affairs of the international community. These developments have necessitated redirection and change of emphasis in the structure and contents of Japanese education.

The foregoing historical development and trends in Japanese education are traced in the following analysis, with particular reference to several contributing factors.