The History of Japanese Education

In 1875, modern education in Japan was launched by imitating French education. Later in 1894, Meiji government prepared the system of primary schools, junior high school, and University. And in 1886, laws of primary schools were proclaimed. Since then, parents have had a duty to make their children go school, but most of parents did not follow that those days.

During the war, education in Japan was very centralized and uniform. The educational objectives were to serve the government and the emperor. And the main subject was Confucian morality. Pupils were taught about the emperor as god.

After the war, Educational mission of America come Japan. They criticized Japanese education, indicating that it should become more democratic. So, Ministry of Education published handbooks which were written about new course of study. That guide book has become today’s teaching guidelines.

In 1951, a heading, to develop individuality, was mentioned in educational objectives in teaching guidance. Child Center Education was conducted and teachers paid attention to student’s daily life because of influence of Dewey, J (1859- 1952).

The character of Child Center Education was liberty. Most lessons were given according to pupil’s interests. That education soon attracted much criticism. In 1958, homogeneous education therefore had come back again to systemize the connection of subjects.

In 1968, Ministry of Education announced that it was necessary to modernize the education to improve scientific technology. That occurrence made student life severe and the number of delinquent boys was increased. So, some specialists in education criticized that they need to change the curriculums.

In response, in 1977, the Ministry of Education changed educational policy, which involved a move from rote learning to the development of student’s individual talents. The number of hours of lessons was reduced in order to select them carefully. And in 1998, lessons on Saturday were finally cut.

As a result, education aims at development of individual talent caused a decline in scholastic ability. The individual talent could not develop in affluent circumstance. In 2002, Ministry of Education released a new curriculum, but nobody knows whether this change will go well.