CHAPTER . AIMS AND CONTENTS OF EDUCATION AND SOCIO-ECONOMIC DEVELOPMENT
2. Historical Development of Educational Goals and Contents in Japan
(3) Contents of the Curriculum -Moral Education
c. The Post-war Trend
During the occupation of Japan after World War ,
the democratization of Japan was accompanied by a like democratization of its
educational system intended to facilitate the democratization of the country.
The entire educational system was reformed and basically important revisions
were made in the contents of instruction. In the first place, the phases of education
which were deeply rooted in concepts of militarism, ultra-nationalism and shintoism
prevailing during the war period, were eliminated. The subjects of ethics, history
and geography were abolished and a general course in the social studies was established.
Teaching methods which had stressed memorization and repetition of textbook contents
were replaced by educational techniques stressing the use of textbooks as teaching
aids in the adaptation of instruction to the varying needs, interests and condition
of individual pupils and communities. This educational reform was to develop
a citizenry suited to a democratic society. This purpose is manifested by comparison
of the contents of the textbook out moral education published in 1947 with the
contents of the comparable textbook used during the war. The new textbook gave
increased emphasis on the individual and the local and international communities,
less on relations with the national government. This indicated greater concern
for the integrity and character of individuals, and for their participation in
the affairs of their individual communities and of the world community in which
they live.
On restoration of national independence and sovereignty to Japan,
reappraisal of the reorganized educational contents was undertaken, in the light
of revised national objectives and needs. As a result, the elementary and lower
secondary school curricula were revised in 1951 and 1958, respectively. The major
points of the revision in 1958 were the raising of the basic standard of scholastic
achievement in such subjects as Japanese language and arithmetic, to eliminate
specifically noted deficiencies; the improvement and expansion of the contents
of teaching of arithmetic and science and the establishment of the needed new
subjects of industrial arts and homemaking so as to raise the standard of science
and technical education, and the setting of separate class hours for moral education,
stressing the responsibility of each individual to appreciate and to participate
in activities conductive to the welfare and progress of their local communities
and their country.
2 (3) c
. AIMS AND CONTENTS OF EDUCATION AND SOCIO-ECONOMIC DEVELOPMENT
,
the democratization of Japan was accompanied by a like democratization of its
educational system intended to facilitate the democratization of the country.
The entire educational system was reformed and basically important revisions
were made in the contents of instruction. In the first place, the phases of education
which were deeply rooted in concepts of militarism, ultra-nationalism and shintoism
prevailing during the war period, were eliminated. The subjects of ethics, history
and geography were abolished and a general course in the social studies was established.
Teaching methods which had stressed memorization and repetition of textbook contents
were replaced by educational techniques stressing the use of textbooks as teaching
aids in the adaptation of instruction to the varying needs, interests and condition
of individual pupils and communities. This educational reform was to develop
a citizenry suited to a democratic society. This purpose is manifested by comparison
of the contents of the textbook out moral education published in 1947 with the
contents of the comparable textbook used during the war. The new textbook gave
increased emphasis on the individual and the local and international communities,
less on relations with the national government. This indicated greater concern
for the integrity and character of individuals, and for their participation in
the affairs of their individual communities and of the world community in which
they live.