THE CONTEMPORARY JAPANESE SCHOOL CURRICULUM: FOCUSING ON THE POLICY FORMATION AND THE CLASSROOM PRACTICES

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ASANUMA SH.

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Journal Paper

Paper Information

Journal: JOURNAL OF CURRICULUM STUDIES (J.C.S.) Year:2006 | Volume:1 | Issue:3 Page(s): 154-134

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Title

THE CONTEMPORARY JAPANESE SCHOOL CURRICULUM: FOCUSING ON THE POLICY FORMATION AND THE CLASSROOM PRACTICES

Author(s)

ASANUMA SH. | Issue Writer Certificate

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Abstract

The Japan's modern centralized school system and policy have started in 1872, five years after the Meiji Restoration. Since then, the modern public school system became common and its being in a local community has been taken for granted though there was a little conflict between the government and the individual local community. In prior to the starting modern Japanese schools, there were a number of community schools both for the Samurai class and the masses. The Samurai class was considered as a ruling class, which occupies about seven to ten percent of the entire population and other social classes constitutes the majority of the Japanese, including farmers, technicians, and merchants. During the Edo period, the children of the Samurai class studied in the Samurai class school, called "Hankou," and those of the masses studied in the masses school, called "Terakoya". The curriculum of the Samurai class consists of the Confucianism, Japanese classical literature, and Japanese fencing (kendo). That of the masses was constituted of more practical subjects, e. g., calligraphy, arithmetic, and moral education. The estimated literacy rate of the Japanese children, seventy percent in Eighteenth century, was regarded comparatively very high in the world in the same period of the world history. Many scholars specialized in Japanese education pointed out that those historical antecedents made it easier to attain the epoch-making shift of modern education from the feudal state to the modern style of Japanese schools. The existence of a number of the literate modern Japanese masses led to the masses' acceptance of the centralized modern public school system in Japan….

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APA: Copy

ASANUMA, SH.. (2006). THE CONTEMPORARY JAPANESE SCHOOL CURRICULUM: FOCUSING ON THE POLICY FORMATION AND THE CLASSROOM PRACTICES. JOURNAL OF CURRICULUM STUDIES (J.C.S.), 1(3), 154-134. SID. https://sid.ir/paper/542897/en

Vancouver: Copy

ASANUMA SH.. THE CONTEMPORARY JAPANESE SCHOOL CURRICULUM: FOCUSING ON THE POLICY FORMATION AND THE CLASSROOM PRACTICES. JOURNAL OF CURRICULUM STUDIES (J.C.S.)[Internet]. 2006;1(3):154-134. Available from: https://sid.ir/paper/542897/en

IEEE: Copy

SH. ASANUMA, “THE CONTEMPORARY JAPANESE SCHOOL CURRICULUM: FOCUSING ON THE POLICY FORMATION AND THE CLASSROOM PRACTICES,” JOURNAL OF CURRICULUM STUDIES (J.C.S.), vol. 1, no. 3, pp. 154–134, 2006, [Online]. Available: https://sid.ir/paper/542897/en

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