Education of whom, for whom, by whom? Revising the Fundamental Law of Education in Japan

Reforms to strengthen moral education in Japan: a preliminary analysis of implementation in schools

“…3 A significant turning point in education policy arrived in 2006 when the Fundamental Law of Education (FLE) was revised for the first time since its enactment in 1947. The National Commission on Education Reform (Kyōiku kaikaku kokumin kaigi) was established in 2000 to recommend revisions to the FLE, which successive LDP cabinets have seen to overly emphasise 'Western' values, those seen to have been imported along with learning about Western technology during the catch-up period and the Occupation under which the original law was enacted, at the expense of 'Japanese' values (Yamazumi, 1986;Okada, 2002). The revised law established as aims of education "respect for culture and traditions and love for their nation and region that nurtured them, along with respect for other countries and attitudes contributing to the peace and development of the international community" (FLE 2006).…”

“…The revised law established as aims of education "respect for culture and traditions and love for their nation and region that nurtured them, along with respect for other countries and attitudes contributing to the peace and development of the international community" (FLE 2006). This was seen to hold implications for moral education classtime amongst other school activities (Anzai, 2015;Okada, 2002). Current Prime Minister Shinzo Abe was instrumental in its drafting and passage to the House, assuming the office for his first term as prime minister short before the revision was passed.…”

Revisiting the metaphor of the island: challenging ‘world culture’ from an island misunderstood

“…In other words, a small but powerful handful of the policy elites among the 'islanders' had not simply adopted a global language of reform but managed, in their efforts to gain political legitimacy for a long-standing reform agenda, to skilfully turn it completely on its head ('a good world citizen is a good Japanese citizen'). In doing so, they successfully propelled trends that led right up to the landmark revision of the FLE in 2006 re-infusing tradition and strengthening nationalism, not internationalisation (Takayama 2008;Tsujii, Fujita, and Kita 2006;Okada 2002;Willis, Yamamura, Rappleye 2008).…”