Concluding Report Section Meeting “Education” 2023
Organization:
Dr. Vincent B. LESCH (Heidelberg University)
The Section Meeting Education meeting is part of the annual conference organized by theGerman Association for Social Science Research on Japan (VSJF). It is a place for researchers,
students, and anyone interested in Japanese education. The goal is to provide a platform fordiscussing education in Japan, its impact on society and politics, and to encourage
conversations among people with diverse backgrounds. Here, both scholars and students canshare their research, whether it is work-in-progress, a thesis, or a completed paper, andreceive feedback from experienced scholars and an interested audience.
This year’s section meeting took place online and enjoyed a high number of participants anda consistently positive response. Due to the online format, it was possible to expand the reachof the section meeting and to establish a digital platform for the exchange of educational
science topics in Japan research. The following report contains short summaries of thepresentations given as well as information on the speakers. The speakers are also given theopportunity to share their impressions of the meeting.
There will also be the opportunity to present your own projects at the next section meeting in2024. If you have any questions about the presentations or would like to contact one of thespeakers, please do not hesitate to contact me (education@vsjf.net).

The Social Context of Collective / Collectivism Education in Japan in the Postwar Era
Shinichi AIZAWA (Sophia University)
Prof. Aizawa's presentation explored the shift in educational practices in Japanese primaryand junior high schools during the postwar period of U.S. occupation. This period saw theintroduction of "democracy" in classrooms and an emphasis on experiential learning. As
Japan's economy rapidly expanded, demands for highly standardized, subject-based
education with academic and vocational tracking came from business and political leaders. In
response, teachers adopted a form of collective education, promoting democratic values andequal learning opportunities through collective activities. This approach was influenced by themanufacturing industry's practices that were flourishing during this time. As a result, thiscollective educational practice became known as "postwar democracy" and played asignificant role in Japanese education during the postwar era.
Thoughts after the section meeting:“Thank you very much for organizing this session, Dr. Lesch. The session was well-structured,and the discussions were highly fruitful. My research theme, focusing on collectivity andcollectivism in Japanese school education, presents considerable challenges. I am uncertain
about my ability to present the information effectively. The contemporary Japanese school
education system continues to reflect its historical legacy. I believe that examining thiseducational practice is crucial, especially in relation to the economic miracle and industrial
revolution of the 1960s and 1970s. Your comments during the session, as well as any feedback
received via email afterwards, will be invaluable in advancing this research. In conclusion, I
express my gratitude to all those who participated in this session.”
Shinichi AIZAWA is a professor at the department of Education at Sophia University in Tokyo.
He received his Ph.D. from the University of Tokyo in 2009. His research focuses on secondary
education, social equality, and development from a comparative and historical sociologicalview. He edited” High School for all in East Asia” with Mei Kagawa, and Jeremy Rappleye. Hismajor English publications include "National vigor and international silence: The backgroundand development of Japanese sociology of education" and “Universal participation in school
education as a historical process in modern Japan” published in the edited volume “Japanese
Education in a Global Age: Sociological Reflections and Future Directions”. He has held several
important positions in the Japan Society of Educational Sociology, including vice secretary andchief treasurer, and is currently chair of the International Affairs Committee.

A collaborative approach with the community to ensure educational equity: Focusing on"displacement" from the existing orderAyaka NAKANO (Japan Society for the Promotion of Science)
In her presentation, Dr. Nakano discussed educational equity can be achieved throughcollaboration with local communities. She touched on the historical relationship between
schools and communities, which had been diminishing due to centralized education but began
to shift in the 1970s and 1980s. The reduction in educational funding and focus on children'sproblem behaviors within schools prompted a need for cooperation with local communities.
The presentation emphasized a transition from a "compensation" to a "participation"
perspective in ensuring educational fairness, with the goal of providing quality education to
all children, regardless of their socioeconomic background. It highlighted the concept of"shifting the existing body arrangement" as a means to empower children to transform theirperceptions and the environment, drawing from Jacques Rancière's ideas. There was one
specific focus in the presentation: classroom management for absentee children incollaboration with local communities. This case study explored how children's autonomy
could impact their perceptions and their physical arrangement in society.
Thoughts after the section meeting:“In this section of the report, I focused on the support for absentee students to attend separate
rooms within the schools, which are implemented through collaborative activities between theschool and the community, and examined the issue of educational equity. As participants ofthis section commented after the presentation, I reaffirmed the necessity of considering
whether or not attendance at a classroom run by volunteers is considered as school attendance,
as well as the importance of ensuring horizontal linkages with educational support centers,
welfare bureaus, etc. In this section, there were presentations on various aspects of Japanese
education, and it made me recognized that the current school culture, textbooks, and practicesof teachers in Japanese schools are influenced by historical contexts and are constantly
changing in response to current social tendencies, the wishes of parents, and the needs of thechildren. Participating as a presenter this time gave me a valuable opportunity to look ateducation in Japan from a birds-eye view.”

Ayaka NAKANO received her Ph.D. from the University of Tokyo in 2023. She is currently a
research fellow of the Japan Society for Promotion of Science. Before, she stayed in London
and Beijing to conduct some research. Her research currently focuses on educational
alternatives in sustainable and inclusive public education. She is interested in how to ensure
educational equity for children through collaborative activities between schools andcommunities.

Watashitachi no dōtoku: Official morality in Japanese schools
Lucas BARTEL (Heinrich-Heine-University Düsseldorf)
The presentation discussed the history of moral education in Japan, highlighting its role as atool for state control and social stabilization, particularly during times of upheaval and change.
It began during the Meiji period, aimed at instilling a uniform national morality. The system
was further manipulated by the ultra-nationalist and militarist regime to support theexpansion of the Japanese empire. After World War II, the U.S. occupation removed moral
education from the curriculum, aiming for democratic and tolerant personality developmentin schools. However, political and historical factors led to the resurgence of moral education.
Sovereignty was returned to Japan, conservative elites opposed liberal approaches, and therise of nationalism influenced the reinstatement of traditional values. The Kishi administration
rehabilitated moral education, and subsequent conservative governments periodicallypromoted 'patriotic education' for national interests. Lucas Bartel presented results from hisMA thesis and his analysis of Textbooks like " Jinjō Shōgaku Shūshinsho " and "Watashitachino dōtoku" and traces the evolution of moral education in Japan from the Meiji period to thepresent. Despite differences in style and methodology, both historical and contemporary
textbooks share the objective of promoting state-dominated, uniform public morality. This
'official morality' competes with individual, socially negotiated moral concepts, potentially
undermining their autonomy.
Thoughts after the section meeting:“The section meeting education at the VSJF conference was a well-organized platform forpresentations and meeting interested people. The format of 20 minutes or less perpresentation and 10 minutes time for discussion appeared to be a balanced timeframe.
Because the audience showed their interest in every presentation by asking curious questions,the three hours event went by very smoothly.
From my personal experience, since I freshly finished my M.A. thesis shortly before the event
was held, the section meeting was a rare opportunity for me to practice having a presentationin front of a peer group outside of my former institution. Students should engage themselvesmore vividly in events like this and perceive the chance of taking part as a seldom opportunity
to foster their researching skill as well as corresponding in discussions with peers. The feedback
motivated positively to pursue my goals in scientific research.”
Lucas BARTEL received his MA degree from the University of Duesseldorf in 2023. During hisstudies he became interested in Japanese neo-nationalism. He delved into researching thenationalist advocacy group Nippon Kaigi and various political reform movements that sought
to instill nationalism within Japanese society. Along this path, he started researching the topicof moral studies (dōtoku kyōka) which nationalists have been emphasizing in education sinceWWII. Also, while being a student, he was engaged in the study group ‘critical historicalresearch’ which organized a public symposium in 2023.

Granted self-determination and being with others – a pedagogical search for a more
relational image of human being between Germany and Japan
Sandra TÖPPER (Berlin)The main goal of German pedagogy is traditionally to nurture individual independence andcorrect individuality. However, the Sandra Töpper questioned whether this traditional imageof human beings remains relevant in the face of current ecological and social crises thathighlight the importance of harmonious relationships with the world and others. Without
considering these relationships, humans may struggle to cope with these challenges and theirown vulnerability.
To address this, there is a growing movement within German pedagogy to adopt a more
relational image of human beings. In her presentation, which is based on her doctoral thesis,
Sandra Töpper aims to explain why German pedagogical traditions find it challenging to moveaway from their anthropocentric view of humans. She suggests a common ground forreflection between Germany and Japan, drawing on the works of Tetsurō Watsuji, Takeo Doi,and Bin Kimura, who advocate for understanding humans as inherently situated inrelationships, both among themselves and with their environment.
In this shared reflection between German and Japanese perspectives, the presenter explores
whether allowing individuals self-determination within the context of their relationships withothers and the world might present a more harmonious image of human beings than solely
focusing on individuality and independence.
Thoughts after the section meeting:“The section meeting was very well and excellently prepared and structured. And thecommunication was always very appreciative and therefore inclusive.
For me, many research contributions revolved around the classical-pedagogical tension
between educating people to be socially capable and also to do justice to the individual'sstriving for self-development. For this purpose, various sub-studies were used to theoreticallyexamine, for example, which educational goals the Japanese state has disseminated throughselected writings. And practically, how teachers deal with textbooks and the moral concepts
presented there. Furthermore, the challenges that exist in implementing compulsory schoolingeven under difficult conditions were examined. Looking at and discussing these different
aspects in the meeting was just as exciting as following the nature of the discussions
themselves.”
Sandra TÖPPER defended her doctoral thesis this summer and will get her Ph.D. from theUniversity of Jena in 2024. She is currently teaching at a technical school for social education.
Before she also taught at the University of Jena and the University of Hildesheim. Both times
at the department for education. Her research currently focuses on questions of generalpedagogy and pedagogical anthropology in Germany as well as on questions of intercultural
education with a particular interest in Japan. In her doctorate, she dedicated herself tothinking about images of human beings in German pedagogical anthropology and in selected
Japanese social science traditions of thought from the 20th century.

Teaching controversial history in Japanese classroom: examinations of teachers’
perspectives on their approaches
Yumi DUNBAR (University of Manchester)Dr. Dunbar focused in her presentation on history education and the crucial role it plays inshaping national identity and influencing domestic and international relations in the globalcontext. This is particularly evident in Japanese history education, which focuses on the FifteenYears' War (1931-1945) influencing the understanding of Japanese national identity andcitizenship, but also holds significant importance for neighboring countries that experienced
Japanese aggression. The way this history is taught matters both morally and in terms ofmaintaining narratives that legitimize nation states in the region. However, Japanese teaching
about imperialism and the war has sparked debates and conflicts, largely due to the absenceof a dominant or shared narrative of the war in Japan and East Asia. It is commonly believedthat Japanese students have a superficial understanding of the controversial events during thewar, primarily due to a focus on textbook contents and curricula. The prevailing perception isthat these contents are merely transmitted to students verbatim. To gain a deeper
understanding of this issue, the research explored how teachers handle this sensitive periodof history in Japanese junior high schools. It emphasized teachers' perspectives on what andhow they teach about sensitive topics, as well as the factors influencing their teachingdecisions. The study employed the action space landscape theoretical framework, shedding
light on the complex interconnected factors that influence teachers when addressing sensitive
historical topics. In her presentation Dr. Dunbar aims to facilitate the understanding ofJapanese history education about the war and highlight the significance of teachers’ role as amediator between the curriculum/textbooks and students.
Thoughts after the section meeting:First of all, thank you for all the effort organising and delivering a high-quality section meeting.
The meeting created a very good platform to share experience and knowledge among
participants and also provided a very good opportunity to strengthen relationships among
researchers who have interests in Japanese education across the world. I found the event
inspiring and informative especially because topics presented were still diverse within the saidfield. I also very much appreciated the opportunity to speak in the meeting. The questions anddiscussions were particularly useful and helped me acknowledge how I could expand the scope

of discussion on my study such as examining junior high school modern history education inrelation to the changes made for high school history education. Discussions also reaffirmed thebenefit of presenting further analysis of the impact of regional differences in how the historyof imperialism and war is taught in Japanese junior high schools, and also the impact of study
associations on this subject.
Yumi DUNBAR received her PhD from the University of Manchester in 2022. She will startworking as an associate lecturer in Japanese at the University College London in midNovember. Her research interests include how compulsory education impacts collective
memory and national identity in Japan, the role that teachers play in society (e.g. how teachers
exercise their agency to influence students), and how teachers develop teaching practices andgrow in their profession. Her PhD research was fully funded by the Economic and Social
Research Council which is the UK’s largest funder of economic, social, behavioral, and humandata science.