The Japanese Curriculum
1992 – 2003
FORCES SHAPING THE DEVELOPMENT EFFORT
by
Kelly Edenfield
University of Georgia
To understand another
countryÕs curriculum, one must understand
¯
the history of education
and reform in the country,
¯
the countryÕs process of
educational change, and
¯
the developersÕ view of
mathematics education.
Historical Views of
Education and Reform in Japan
¯
Pre-World War II
education – Confucian ideas strong
o
Education by the Samari and
at Buddhist temples and Shinto shrines
o
Meiji Era (1868 –
1912): Egalitarian education; Movement towards industrialization and
modernization
o
1912 – WWII:
Cultivation of nationalism and militaristic needs
¯
Post-WWII education
o
1947 Fundamental Law of
Education; new Ministry of Education
o
Criticism that ÒnewÓ
curriculum weakened the moral values and abilities in Japanese language and
mathematics
o
Educational reforms
(1958 – 1989 COS)
¤
1958: Moral education
reinstated; greater emphasis on the acquisition of basic skills; and upgrades
to the content of courses to improve scientific and technological knowledge
¤
1960s: Focused
on the systematic acquisition of knowledge and the factory model of education
¤
1968: Courses of Study
were revised to keep up with global advancements
¤
1977: Revisions were
designed to improve the content and pedagogical practices with the hope of
enriching school life. The new Courses of Study shortened class hours, reduced essential
course content, and aimed to enable students to acquire basic skills as well as
become creative, independent thinkers
¤
1989: Calls for more
creativity and critical thinking led to changes in curriculum; focus on
individual needs of children and motivation
Hierarchy of Curriculum
Development
o
Ministry of Education,
Culture, Sports, Science and Technology (MEXT)
o
Education agencies
– Central Council for Education and Curriculum Council; National Council
for Education Reform (appointed by Prime Minister) – develop Courses of
Study
o
Publishers are briefed
on new Courses of Study; write texts
o
Texts approved by
Ministry inspectors; books are concrete representations of the Courses of Study
o
Prefectures (like
states) host textbook reviews
o
Local boards of education
select textbooks based on teacher and administrator opinions
Japanese View of
Mathematics from the 1989 Courses of
Study (Grades 1 – 9)
o
Teachers should
cultivate and foster positive mathematical dispositions in their students.
o
Students should learn
skills and understand the meaning behind the mathematics.
o
Students should be able
to mathematize situations that arise in their daily lives.
o
Teachers should cultivate
an appreciation for mathematical investigation, communication, generalization,
thinking, and observing in their students.
o
Òmathematical knowledge needs to be
learned to be used, and what is used should be cherished, and care should be
taken so that creative learning becomes possibleÓ (Ministry of Education,
Culture, and Sports, 1989/2004, p. 15).