The East Asian Textbook Issue
Historical Background and Current Status
The Textbook Issue and International Relations in East Asia
The textbooks used in Japanese schools are drafted by private-sector publishers, but they are subject to approval by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT). In April 2011 publishers submitted their proposed textbooks for use in high schools starting in 2013. On March 27 this year, following completion of the authorization process, the contents were released to the media. Stories about the new textbooks in the domestic media have focused on their references to the March 2011 Great East Japan Earthquake and nuclear disaster and on their bulked-up curriculum—part of a swing of the pendulum back toward a more rigorous approach to education. But on the international level the main subject of attention has been the treatment of historical and territorial issues in the new textbooks.
Why are international observers so interested in the contents of Japanese textbooks relating to these matters? It is questionable how much of a real impact these contents have on ordinary Japanese people’s views on history and territorial matters. Middle and high school social studies courses tend to be seen as exercises in rote memorization; once the exams are over the material generally vanishes from students’ heads. But partly because the textbooks are subject to official authorization, people outside Japan take their contents to express Japan’s “official” view of historical and territorial issues—notably, the history of Japan’s expansion into East Asia starting in the late nineteenth century and the territorial claims that overlap with those of Japan’s neighbors.
( The content of the textbooks is not just a matter of interest on the international level. The subject is also closely related to domestic political issues. )
Historical Background and Current Status
The Textbook Issue and International Relations in East Asia
The textbooks used in Japanese schools are drafted by private-sector publishers, but they are subject to approval by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT). In April 2011 publishers submitted their proposed textbooks for use in high schools starting in 2013. On March 27 this year, following completion of the authorization process, the contents were released to the media. Stories about the new textbooks in the domestic media have focused on their references to the March 2011 Great East Japan Earthquake and nuclear disaster and on their bulked-up curriculum—part of a swing of the pendulum back toward a more rigorous approach to education. But on the international level the main subject of attention has been the treatment of historical and territorial issues in the new textbooks.
Why are international observers so interested in the contents of Japanese textbooks relating to these matters? It is questionable how much of a real impact these contents have on ordinary Japanese people’s views on history and territorial matters. Middle and high school social studies courses tend to be seen as exercises in rote memorization; once the exams are over the material generally vanishes from students’ heads. But partly because the textbooks are subject to official authorization, people outside Japan take their contents to express Japan’s “official” view of historical and territorial issues—notably, the history of Japan’s expansion into East Asia starting in the late nineteenth century and the territorial claims that overlap with those of Japan’s neighbors.
( The content of the textbooks is not just a matter of interest on the international level. The subject is also closely related to domestic political issues. )