This paper studies the theory and practice of Minna in Manabi, as the Japanese concept of learning from the perspective of moral education. The Japanese word Minna, which means "all" or "everyone," plays an important role in Manabi. The word "Minna" is often found in textbooks used in moral education classes, and…

This study is a comparative analysis of the characteristics of moral exemplars presented in moral education textbooks in Korea and Japan. The purpose of the study is to examine and compare moral values presented through the lives and stories of moral exemplars in the two countries that have moral education as an independent and separate subject…

One important task in internationalizing Japanese education is educating Japanese citizens to become "global citizens." This paper is a philosophical analysis of how Global Education deals with the problem of cultural-moral difference (moral conflict that arises between different cultures). The usual approaches taken in Global Education…

The author's first impression of the philosophy for children program in Hawai'i (p4c) was a strong, intuitive feeling that this approach to education can be a vehicle to change the world. This feeling has not faded at all in the course of her five-year commitment to p4c. Yet, as the author has exchanged her ideas about p4c with teachers and…

Compulsory moral education has been included in the Japanese national curriculum since 1872. Recent demographic trends have created an unstable society, and with the increase in heinous juvenile crimes, urgent demands are being made for a more effective program. Japan's Education Reform Plan for the 21st Century has as its second major strategy…

Briefly discusses the formation of the Japanese Association of Morality Psychology and lists the papers presented at its annual meetings since 1985. Presents a survey of publications on moral development and education in Japan, organized by theorists such as Kohlberg and Piaget and themes such as moral development theory. (GEA)

Describes the nature and scope of Japan's Institute of Moralogy (IOM), created in 1926. States that the goals of IOM emphasize individuality, life-long learning, and adaptation to social change, which includes contributing to the welfare of international society. Discusses the history, philosophy, and current activities of moralogists. (GEA)

Reviews the various conflicts that have occurred between the traditional and reformist elements in Japanese moral education since the Meiji Restoration in 1868, the time when Japan began to shift toward a modern society and political system. Attempts to clarify the special characteristics of moral education in Japan. (GEA)

Discusses the moral education at Reitaku High School (Chiba-ken, Japan) which emphasizes the constant improvement of each person's character. Outlines the five basic goals of the school, describing the three major methods used to achieve them: group instruction, moral education through the influence of character, and moral education in the…

Examines Japan's Reitaku University (Chiba-ken, Japan) and its goal of producing students who have a good balance between technical intelligence and morality. Discusses in detail how the university uses foreign-language instruction, moral education coursework, and dormitory living experiences to further the students' moral education. (GEA)

Briefly surveys the history of moral education in Japanese public schools. Reviews current government policies by examining directives from the Ministry of Education. Presents recent research findings about student attitudes. Places moral education in the schools in a cultural context. (DB)

The National Council for the Social Studies suggests that social studies programs should provide for the study of culture and cultural diversity (NCSS 1994). Within the NCSS culture strand is the expectation that students can predict how data and experiences may be interpreted by people from diverse cultural perspectives, compare and analyze…

Reviews government-controlled religious education in Japanese public schools. States that, although teaching a specific religion in public schools is prohibited, instruction in various religions and moral education is seen as contributing to a complete education. Cites examples of religion appearing in social studies curriculum. (DB)

Compares interview results to identify moral stages of United States and Japanese adults. Includes findings of postconventional reasoners to substantiate evidence of postconventional stages as adult stages. Reports major cultural differences in the approach to the fundamental value of human life. Suggests a need for examination of the conception…

Presents nine documents from the ERIC database dealing with teaching about World War II. Includes articles addressing the lessons of Pearl Harbor, the Holocaust, the wartime internment of Japanese Americans, industry's response to the war, and the moral lessons of Nazism. (SG)