high school geography in the 2009 japanese national curriculum: reflections on japanese social...

High school geography in the 2009 High school geography in the 2009 Japanese National Curriculum:Japanese National Curriculum:

Reflections on Japanese Social Studies Reflections on Japanese Social Studies education historyeducation history

Dr. Takashi SHIMURA (Associate Professor,

Joetsu University of Education, Japan)

Geography 　 Teacher 　 Educators 　Conference

Madingley 　 Hall ， Cambridge30th Jan. 2010 　

● 　　　　　　　　　　　　　　　 Geography through　　　　　　　　　　　　　 my office window ；　　　　　　　　　　　　　　　　　　　　　　　　　

Summer　　　　　 ●　　　

Bird’s eye view in Winter ( from junior school atlas)

This place have the highest record of snow depth in Japan, 3m77cm, Jan,1945.

　　　　　　　　　　　　Geography through my 　　　　　　　　　　　　　　　　　　　　　 office window ; last Sunday ， 24th 　

Jan ． 2010 (over 1m depth)

ⅠⅠ. Purpose of this presentation. Purpose of this presentation

Japanese Japanese National Curriculum National Curriculum had had been revised at approximately 10 year been revised at approximately 10 year intervals.intervals.

HighHigh school geography curriculum school geography curriculum has has revised in March 2009 revised in March 2009 following following primary/lower secondary revision in primary/lower secondary revision in 2008.2008.

PurposePurpose Introduce new high school geography Introduce new high school geography

curriculum curriculum Analyze and consider this curriculum Analyze and consider this curriculum

from Social Studies education historyfrom Social Studies education history..

School education system in School education system in Current JapanCurrent JapanPrimary (Elementary school)Primary (Elementary school)

・・ Y1-2: Life Environment Y1-2: Life Environment StudiesStudies

・・ Y3-6:Social StudiesY3-6:Social StudiesLower secondary(Junior high Lower secondary(Junior high

s.)s.)・・ Y7-9:Social Y7-9:Social

Studies(3feilds)Studies(3feilds)

Upper secondary(High Upper secondary(High school)school)

・・ Y10-12(2 subjects)Y10-12(2 subjects)Geography/HistoryGeography/History WorldWorld 　　

HH ．． A/BA/B （（ compulsorycompulsory ））Japanese H. A/BJapanese H. A/BGeography A/BGeography A/B

CivicsCivicsCurrent SocietyCurrent SocietyPolitics/EconomicsPolitics/EconomicsEthicsEthics

AgeSchooltype

Required　onesub- subject

17- 18 12Ｙ Geography Modern Society

16- 17 11ＹJ apaneseHistory

Ethics

15- 16 10Ｙ Economics and Politics

14- 15 9Ｙ

13- 14 8Ｙ

12- 13 7Ｙ

11- 12 6Ｙ

10- 11 5Ｙ

　9- 10 4Ｙ

　8- 　9 3Ｙ

　7- 　8 2Ｙ

　6- 　7 1Ｙ

　Fig.1:　The　School　system　and　Geography　related　subjects　in　J apan

Required　one　sub- subjectSchool　year

compulsory　education

Elementary　(P

rimary)　sc

hool

Lower

secondary

school

Uppe

rsecondary

school

Geography　field

Compulsorysubject　andits　field　orsub- subject

Life　Environment　Studies

Civics fieldSocial

Studie

s History field

WorldHistory

Civic

s

Geograph

yand　H

istory

Social　Studies

ⅡⅡ．． Geography curriculum changes in Geography curriculum changes in secondary schoolsecondary school 1: Junior high (lower secondary) school curriculum 1: Junior high (lower secondary) school curriculum revision in 2008revision in 2008 Year 2008 versionYear 2008 version

returned to returned to regional regional geography. geography.

Year 1998 versionYear 1998 version Unit(2) Geographical Unit(2) Geographical

surveysurvey according to scales according to scales (2)B (2)B 2 or 3 prefectures2 or 3 prefectures (2)C (2)C 2 or 3 countries2 or 3 countries

Year Year 2002008 version8 version Unit(1) Various regions in Unit(1) Various regions in

the worldthe world (1)C Regions in the (1)C Regions in the

worldworld Unit(2) Various regions in Unit(2) Various regions in

JapanJapan ((2)C Regions in Japan2)C Regions in Japan

(SHIMURA 2009)(SHIMURA 2009)

(1) (1)

A A

aLocations and distributions of continents andoceans on the earth

B

bCompositions of countries and division of theworld

C

B aAsia, e.g. theme; rapid population increasingand various people/ culture

a Location and territory of J apan bEurope, e.g. theme; development of EU anddifference/ uneven in EU

bCompositions of prefectures and division ofJ apan

cAfrica, e.g.. theme; lives under the mono-culture economics

(2) dNorth America, e.g. theme; development oflarge-scale agriculture and industry

A eSouth America, e.g. theme; destruction of forestand environmental preservation

B fOceania, e.g. theme; connections with Asiancountries

C D

(3) (2)

A A

aRegional features of J apan from a physicalenvironment viewpoint

B

bRegional features of J apan from a populationviewpoint

a physical environment

cRegional features of J apan from a resources/ industry viewpoint

b population

dRegional features of J apan from a life/ cultureview point

c resources/ energy and industry

eregional features of J apan from a inter regionalconnections viewpoint

d inter regional connections

B C

a examination focusing on physical environment

b examination focusing on historical background

c examination focusing on industry

dexamination focusing on environmentalproblem/ preservation

eexamination focusing on urban/ ruralsettlements

f examination focusing on lives/ cultures

gexamination focusing on connections with otherregion

D

by Takashi SHIMURA 2008

2 or 3 countries

1998version

Regional structure of the World and J apan

Regional structure of the World

Regional structure of J apan

Grasping J apan from various aspects

J apan from perspective that relating variousviewpoints/ futures

Regional structure of the World

Various lives and environments in the world

Various regions in J apan

Regional structure of J apan

Regions in J apan; grasping each region from one of7 viewpoints

Geographical survey according to scales

Surrounding area

2 or 3 prefectures

Geographical survey of surrounding area

Outlook of J apan comparing with the World

Table　1:　Comparison　of　old　and　new　J apanese　Geography　National　Curriculum

Various regions in the World

Regions in the world

Geographical survey of various regions in the World

2008vesion　(practice　from　April.　2012)

Outlook of J apan comparing with the World

ⅡⅡ－－ 2 High school curriculum revision in 2 High school curriculum revision in 20092009

Geography AGeography A, 2 credits/2 hours per week , 2 credits/2 hours per week Issues and Issues and

skills based skills based curriculumcurriculum

These ideas These ideas are are succeeding succeeding from previous from previous oneone

Especially in Especially in part(2) in the part(2) in the living living area/locality area/locality

(1) (1)

A A

B B

C C

D (2)

(2) A

A B

a Lives/ cultures and environment in regions C

bLives/ cultures in neighboring countries andJ apan

B

a Global issues from a regional view

bGlobal issues, that J apan and neighboringcountries have been challenging, andinternational cooperation

Fig.　2a:　Previous　and　new　curriculum　"Geography　A"　in　high　school

1999　version　(practice　from　April.　2002) 2009vesion　(practice　from　April.　2013)

Characteristics of the current world and geographicalskills

Geographical considerations of characteristics andissues in the current world

World on the globe and its regional construction Grasping the current world through globes and map

The current world being connected Diversity of lives/ cultures in the world

Divergence in human activities and the currentworld

Geographical considerations of the global issues

Geographical considerations of issues in the living areaInternationalization in surrounding locality

Geographical considerations of global issues

Maps in everyday life

Geographical considerations of lives/ cultures in theworld

Natural environment and disaster prevention

Geographical issues in the living area and fieldwork

Grasping the issues in the current world, on the basisregional characteristics

ⅡⅡ－－ 2 High school curriculum revision in 2 High school curriculum revision in 20092009Geography BGeography B, 4 credits/24hours per week , 4 credits/24hours per week 1999 version 1999 version was was

mixed approach; put mixed approach; put a special a special emphasis emphasis on concepts and on concepts and skillsskills( geographical ( geographical way of thinking)way of thinking)..

Regions were only Regions were only 2 2 or 3 on each scaleor 3 on each scale, , because of above because of above emphasis.emphasis.

2009 version, 2009 version, more more than 2or 3 regionsthan 2or 3 regions through various through various learning strategy.learning strategy.

a trend of return to a trend of return to regional geography regional geography curriculumcurriculum

(1) (1)

A A

B B

C (2)

(2) A

A B

B C

C D

(3) (3)

A A

B B

C C

D

E

F

G

H

2 themes from A-D, 2 themes from E-F

Cultures of lives and people/ religion

J apan in the current world

Resources and industries

Settlements and cultures of lives

Regional geography considerations of the current world

Regions on city/ town/ village scale(home regionand distance region)

Regions on nation (2or3 regions as case)

Regions on continent(2or3 regions as case)

Geographical considerations on issues in the currentworld

1999version　(practice　from　April.　2002)

Systematic geography considerations of the currentworld

Natural environment

Systematic geography considerations of the current world

Regional geography considerations of the current world

Regional divisions of the current world

Natural environment

Resources and industries

Geographical information and skills

Regional characteristics of environment/ energyissues

Status quo and issues of countries' connections

Grasping issues through regional dividing

Regional characteristics of people/ territory issues

Regional characteristics of population/ food issues

Regional characteristics of residence/ urban issues

Fig.　2b:　Previous　and　new　curriculum　"Geography　B"　in　high　school

Various maps and geographical skills

Regions in the current world

2009vesion　(practice　from　April.　2013)

Population and settlements

Studies of neighboring countries

Grasping issues through mapping

Applications of maps and fieldwork

ⅢⅢ. History of high school Geography . History of high school Geography curriculum in Japancurriculum in JapanⅢ-1 Fundamental curriculum approach Ⅲ-1 Fundamental curriculum approach until until 19791979 :systematic(+regional) :systematic(+regional) Geography has been one of Geography has been one of

the independent sub-subjects the independent sub-subjects from the beginning of new from the beginning of new democratic educational democratic educational system.system.

At a start At a start of a new curriculum of a new curriculum system, Geographical sub-system, Geographical sub-subject was titled subject was titled Human Human GeographyGeography

These 1950’s curriculum These 1950’s curriculum determined fundamental determined fundamental frame of Japanese high school frame of Japanese high school geography curriculum.geography curriculum.

19601960, title changed to , title changed to GeographyGeography

adopted systematic adopted systematic curriculum approach entirelycurriculum approach entirely

SystematicGeography

Regional

geography

Topicbased

Concept

based

CaseStudies

samplestudies

1951 Human　Geography⑤1947)（

1956

1960 Geography　A③

Geography　B④


Geography　B③

1979 Geography　④

1989 Geography　A② 　

Geography　B④Human beings and environmentLives and industryThe world and J apan

1999 Geography　A② ◎ ◎ ○Geography　B④ ○ ○ ◎ ○

2009 Geography　A② ◎ ◎ ○Geography　B④ ◎ ○ △ ○ ○ ○②,③ are credits･･･

○

○

◎

◎○

○

◎ ○

○○◎

◎ ○ ○

◎

◎ ○

◎

◎

◎ △

◎

Region at the present day

Curriculum　approachSelection　ofmatters

Year　 Subject Main　contents

◎ ○

The ground as human activities

Fig.3 　 Transition　in　Geography　Curriculum　Contents　in　J apan　：

Nature affecting livesHuman beings and environment

Ways in human beings connections in theWays in human beings settle on the groundWays and places of modern productionWays of production in premodern region

Forestry and fisheryAgriculture and livestock farming

Nature as environmentMaps

FieldworkMapsStates and international relationsTrade

States and international relationsTransportation/ commerceDevelopment and preservation of LandMining and industryAgriculture/ livestock farming/ Forestry /Peoples in mankind

Natural environmentMapsRegion and life in social

Lives and geography

States and their groupsRace/ peoplePopulationTransportation/ trade

Lives and region( incl. regions in the world)

Regions in the worldHuman beings and the earthState and the worldResources and industryOccupation and environment

Human　Geography③～⑤

Population and resources/ industryHuman beings and the earth

Connections in the world

(2or3regions ascase)

Issues in the current world and internationalcooperation

Lives/ cultures of peoples and theirThe Current world and region

The world and J apan

SystematicGeography

Regional

geography

Topicbased

Concept

based

CaseStudies

samplestudies


1956


Geography　B④


Geography　B③






○

○

◎

◎○

○

◎ ○

○○◎

◎ ○ ○

◎

◎ ○

◎

◎

◎ △

◎




◎ ○










Lives and geography











ⅢⅢ. History of high school Geography . History of high school Geography curriculum in Japancurriculum in JapanⅢ-1 Fundamental curriculum approach Ⅲ-1 Fundamental curriculum approach until until 19791979 :systematic(+regional) :systematic(+regional) In 1970In 1970 version version

Geography A took over Geography A took over systematic approachsystematic approach

But But Geography B Geography B completely adopted completely adopted regional curriculum regional curriculum approachapproach..

1970 version was the 1970 version was the realization of Japanese realization of Japanese educational parties.educational parties.

This was the first and the This was the first and the last period that Japanese last period that Japanese high school geography had high school geography had regional geography regional geography curriculum independently.curriculum independently.

ⅢⅢ. History of high school Geography . History of high school Geography curriculum in Japancurriculum in JapanⅢ-1 Fundamental curriculum approach Ⅲ-1 Fundamental curriculum approach until until 19791979 :systematic(+regional) :systematic(+regional) 19791979 version integrated A version integrated A

and B. At this integration, and B. At this integration, main curriculum approach main curriculum approach was systematic. But regional was systematic. But regional curriculum approach was curriculum approach was secondary.secondary.

This history mentioned above This history mentioned above proves that proves that fundamental fundamental curriculum approach in high curriculum approach in high school geography had been school geography had been systematic onesystematic one. Furthermore . Furthermore regional approach had been regional approach had been secondary principle obviously secondary principle obviously after 1970.after 1970.

SystematicGeography

Regional

geography

Topicbased

Concept

based

CaseStudies

samplestudies


1956


Geography　B④


Geography　B③






○

○

◎

◎○

○

◎ ○

○○◎

◎ ○ ○

◎

◎ ○

◎

◎

◎ △

◎




◎ ○










Lives and geography











ⅢⅢ-2 Fundamental curriculum approach -2 Fundamental curriculum approach after after 19891989 :systematic+topical(issues)+concepts :systematic+topical(issues)+concepts

In 1989In 1989, Social Studies , Social Studies was divided 2 subjects, was divided 2 subjects, Geography and History, Geography and History, Civics. In this revision, Civics. In this revision, Geography subject Geography subject changed dramaticallychanged dramatically..

1999 version succeed this 1999 version succeed this trendtrend. Fundamental . Fundamental approach in approach in Geography A Geography A was topic/issueswas topic/issues, , Geography B was Geography B was systematicsystematic. Both A and B . Both A and B directed toward concepts. directed toward concepts. In consequence, In consequence, there are there are no regional elements in no regional elements in 1999 Geography A/B1999 Geography A/B. .

SystematicGeography

Regional

geography

Topicbased

Concept

based

CaseStudies

samplestudies


1956


Geography　B④


Geography　B③






○

○

◎

◎○

○

◎ ○

○○◎

◎ ○ ○

◎

◎ ○

◎

◎

◎ △

◎




◎ ○










Lives and geography











ⅢⅢ-2 Fundamental curriculum approach -2 Fundamental curriculum approach after after 19891989 :systematic+topical(issues)+concepts :systematic+topical(issues)+concepts

The The lack of regional lack of regional geography element was geography element was revolutionary revolutionary curriculum in curriculum in Japanese high school Japanese high school geography history. And this geography history. And this new framework new framework caused much caused much criticismcriticism from ideas. from ideas.

From the From the geography geography education historical vieweducation historical view point, new 2009 point, new 2009 Geography B Geography B curriculum version have curriculum version have similar framework of 1989 B similar framework of 1989 B curriculum including curriculum including regional geography regional geography elements. elements. Geography A Geography A succeed previous version succeed previous version approach approach that is based on that is based on topics/issues and concepts. topics/issues and concepts.

SystematicGeography

Regional

geography

Topicbased

Concept

based

CaseStudies

samplestudies


1956


Geography　B④


Geography　B③






○

○

◎

◎○

○

◎ ○

○○◎

◎ ○ ○

◎

◎ ○

◎

◎

◎ △

◎




◎ ○










Lives and geography











ⅣⅣ ．． Analyses of these transformation from Social Analyses of these transformation from Social Studies curriculum historyStudies curriculum history Ⅳ-1 Geography Ⅳ-1 Geography in in Social Studies curriculumSocial Studies curriculum 11stst is quantity of Social is quantity of Social

Studies credits have been Studies credits have been decreasing consistently.decreasing consistently.

22ndnd is appearance of new is appearance of new sub-subject named sub-subject named Current Society in 1979Current Society in 1979. .

A newly-organized sub-A newly-organized sub-subject and subject and

Sole compulsory sub-Sole compulsory sub-subject subject in Social Studies.in Social Studies.

This change occurred This change occurred huge impacted on huge impacted on other other sub-subjectsub-subject

Especially civics field Especially civics field (Ethics, (Ethics, Politics/Economics) and Politics/Economics) and GeographyGeography..

Year

1951(1947) Human Geography⑤ General Social Studies⑤

World History⑤ Topic Issues⑤J apanese History⑤

1956Human Geography③ ⑤～ Society③ ⑤～World History③ ⑤～ Topic Issues③ ⑤～J apanese History③ ⑤～

1960Geography A③ Politics/ Economics②Geography B④ Ethics/ Society②World History A③World History B④J apanese History③

1970Geography A③ Politics/ Economics②Geography B③ Ethics/ Society②World History ③J apanese History③

1979Geography ④ Current Society④World History④ Politics/ Economics②J apanese History④ Ethics②

1989 Geography/ History(4 )～ Civics(4～）World History A② ④ｏｒＢ Current Society④J apanese History A② orJ apanese History B④ Politics/ Economics②Geography A② Ethics②Geography B④



Italics are compulsory subjects 10 ,②,③ are credits～･･･

Social　Studies(4 20　credits)～

Fig.4:Transition　of　Social　Studies　subjects　

Titles　of　subjects　and　sub-subjects　





ⅣⅣ-1 Geography -1 Geography in Social Studies curriculumin Social Studies curriculum

Until 1979 Until 1979 version practice, version practice, Almost students Almost students studied studied Geography, Geography, Ethics, and Ethics, and Politics/EconomicPolitics/Economics. s.

After 1979, these After 1979, these fell down sharply. fell down sharply.

One reason of One reason of this drop was this drop was minimizing of minimizing of compulsory compulsory credits credits in Social in Social Studies. Studies.

Another one was Another one was contents of contents of Current Society.Current Society.

Current Society had similar Current Society had similar contentscontents, especially similar , especially similar with civics and with civics and Geography, Geography, not with History.not with History.

Actually, many geography Actually, many geography teachers were willing to teachers were willing to teach this new subject with teach this new subject with help of geography teaching help of geography teaching strategy. These many strategy. These many challenges produced challenges produced fruitful Current Society fruitful Current Society lesson practices that had lesson practices that had many geographical many geographical sense/contents. sense/contents.

On the contrary to those On the contrary to those successes, successes, a decline of a decline of Geography subject in Geography subject in Social Studies curriculum Social Studies curriculum was coming up.was coming up.

(1) (1)

A (2)

Origin of current society/ Human beings andenvironment/ Population issues and resourcesand energy

B

C (3)

(2)

A

Cultures in regions and their exchanges on theworld/ J apanese life and tradition/ The currentculture

B

C


Current economic society and welfare

Current democratic government and internationalsociety

Cultures in lives

Current economic society and activities / The trend ofinternational society and the role of J apan

The youth and forming themselves/ Current democraticgovernment and participation in politics/ Respect for anindividual and Rule of Law

Aiming for living together

The youth and the quest for themselves

Ethics in the current society

Table　6a:　"Current　Society"　curriculum　in　1989　and　2009

1989　version 2009　version　(practice　from　April.　2013)

Fundamental issues in current society Society that we are living in

Current society and the way of life as human beings

Current society and the way of life

Current society and human beings


3rd is division 3rd is division of high school of high school Social Studies Social Studies subjectsubject in in 19891989 revision. revision.

From this From this revision, revision, World World History has History has been been compulsory compulsory sub-subject.sub-subject.

This system has This system has marginalized marginalized Geography in Geography in curriculum, curriculum, more and more.more and more.


Ⅳ Ⅳ-2 Geography -2 Geography in Geography/Historyin Geography/History curriculum curriculum

After 1989, Geography has been in After 1989, Geography has been in Geography/History subject.Geography/History subject.

AimsAims of Geography/History subject in NC are of Geography/History subject in NC are follows.follows. 1: Foster 1: Foster understanding and knowledge understanding and knowledge about about

historical process in our land and the world historical process in our land and the world 2: Foster 2: Foster understanding and knowledge understanding and knowledge about about

regional characteristics of lives and cultures in our regional characteristics of lives and cultures in our land and the worldland and the world

3: Develop 3: Develop consciousness and quality consciousness and quality necessary for a necessary for a member who live independently in member who live independently in democratic/peaceful state/society in international democratic/peaceful state/society in international society society

This reveals that Geography/History have had This reveals that Geography/History have had orientation forward understanding and orientation forward understanding and knowledge than previousknowledge than previous sub-subjects, sub-subjects, geography and history potentially.geography and history potentially.

(1) (1) introduction

(2) (2) ancient

(3) (3) middle

(4) (4) modern

(5) (5) 20c～

(6)

(7)

Coming of the global world

Table　6 :　"World　History　B"　curriculum　in　1989　and　2009ｂ

1989　version

The origins of civilizations A door to world history

The formation and development of East Asian culturalzone

The formation of regions in the world

2009　version　　(practice　from　April.　2013)


The world in 20th century

Issues in the current world

West/ South Asian cultural zone and east/ west exchange The exchange and reorganization of regions in the world

The formation and development of European cultural zone The connection and transformation of regions in the world

The modern age and transformation of the world

Fig.6-b/c shows contents of history Fig.6-b/c shows contents of history curriculum in 1989/2009. Amounts of curriculum in 1989/2009. Amounts of contents and descriptions have been contents and descriptions have been changed. changed.

But But fundamental curriculum approach fundamental curriculum approach has never changedhas never changed. That theory is . That theory is chronological approach chronological approach what has been what has been traditional theory in Japanese history traditional theory in Japanese history education field after modern age. education field after modern age.

There is There is complete contrast to geographycomplete contrast to geography curriculum transition that experienced curriculum transition that experienced radical change around 1950’s and after radical change around 1950’s and after 1970.1970.

Ⅳ Ⅳ-2 Geography -2 Geography in Geography/Historyin Geography/History curriculum curriculum

ⅤⅤ．． Considerations of 2009 Geography curriculum Considerations of 2009 Geography curriculum change in subject systemchange in subject systemⅤ-1Ⅴ-1 Considering Geography curriculum Considering Geography curriculum in Social in Social Steadies: before 1989Steadies: before 1989

Geography curriculum transition Geography curriculum transition (1): The most important(1): The most important 　：　：　　 systematic systematic approach approach

from 1950’s.from 1950’s. (2): Secondary(2): Secondary ：：　　 regional regional approach, especially in approach, especially in

1970’s.1970’s. (3): Included (3): Included civic contents civic contents just from in 1950’s.just from in 1950’s.

Establishment of new compulsory sub-subject Establishment of new compulsory sub-subject Current Current Society Society happened on these traditional conditions happened on these traditional conditions in in 19791979. This new subject had many contents like . This new subject had many contents like Geography. Geography.

Therefore Geography had to appeal its Therefore Geography had to appeal its identity/character what identity/character what distinguish from Current distinguish from Current SocietySociety..

Consequently, the solution of this problem was Consequently, the solution of this problem was succeeding of regional approachsucceeding of regional approach in addition to in addition to systematic one.systematic one.

ⅤⅤ-2-2 Considering Geography curriculum Considering Geography curriculum in in Geography/History: after 1989Geography/History: after 1989

In 1989, Geography has been sub-subject In 1989, Geography has been sub-subject in just in just Geography/History.Geography/History.

Geography has continued its curriculum challengeGeography has continued its curriculum challenge. . So, Geography curriculum has adopted topical (issue So, Geography curriculum has adopted topical (issue oriented) and concepts oriented approach. Typical is oriented) and concepts oriented approach. Typical is Geography A in 1999 version.Geography A in 1999 version.

From the view of History education, these changes From the view of History education, these changes have been uniquehave been unique. . This This chronological approach is orthodoxy chronological approach is orthodoxy in Japanese in Japanese

education.education. The curriculum approach that is The curriculum approach that is the comparison/par the comparison/par

to orthodox chronological approach is regional to orthodox chronological approach is regional geographygeography. .

In Geography/History subject, In Geography/History subject, understanding/knowledge has been weighted than understanding/knowledge has been weighted than Civics, and Civics, and Geography contents must match/balance Geography contents must match/balance with History contentswith History contents. .

ⅤⅤ-2-2 Considering Geography curriculum Considering Geography curriculum in in Geography/History: after 1989Geography/History: after 1989

Under these conditions, we Under these conditions, we can understand that can understand that 2009 2009 version is one solution in version is one solution in order to promote/salvage order to promote/salvage Geography in current Geography in current curriculum systemcurriculum system. .

Geography A Geography A succeeds succeeds challenges and adopts challenges and adopts topical (issue)/concept topical (issue)/concept orientation.orientation.

Geography B Geography B integrates integrates challenges and tradition challenges and tradition including regional including regional geography elementsgeography elements..

ⅥⅥ ．． DiscussionsDiscussions

Institutional/legal aspect of curriculum critical in JapanInstitutional/legal aspect of curriculum critical in Japan．．

Civics teacher are willing teach Geography, History Civics teacher are willing teach Geography, History teacher are notteacher are not on the contrast on the contrast

And numbers of geography specialist teachers have And numbers of geography specialist teachers have been little/short in our field. been little/short in our field.

Then Then many civics teachersmany civics teachers, who had learned geography , who had learned geography just only in secondary school not majored in University, just only in secondary school not majored in University, had had supported Geography lessonssupported Geography lessons in high schools. in high schools.

But, after 1998, these situations have changedBut, after 1998, these situations have changed

Major realm inUniversity

personGood contents at teaching(%

in total)Weak contents at teaching(%

in total)

Willing to teachgeography(% in

each major realm)

Unwilling to teachgeography(% in

each major realm)

History 35 Environmental issues(17.6%) Climate(40.6%) 42.9% 45.7%

Politics/ Economics

22States and theirgroups/ Territory andborder(16.2%)

Topographical map(37.7) 59.1% 18.2%

Ethics 11 Geomorphology(16.2%)World map projection and timedifference(36.2%) 45.5% 9.1%

Other 5 Races and people(16.2%) Field work(36.2%)

total 73 Mining and industries(24.6%)

Fig.7:　Non-geography　teachers　view　of　geography　contents　(1998)

From MUSHA,Kenichi(2000):Teacher's view of high school geographical education: A case study of teachers other than geography atNiigata prefecture . The SHIN- CHIRI,48(2),12- 23


After 1989,Teacher’s certification has divided to After 1989,Teacher’s certification has divided to Geography/History and Civics. Geography/History and Civics.

There is trend that There is trend that younger teachers younger teachers acquireacquire only one certification of this couple, and only one certification of this couple, and teach teach only Geography/History only Geography/History or Civics. or Civics.

And younger teachers who And younger teachers who have never learned have never learned Geography in high school days are increasing Geography in high school days are increasing rapidlyrapidly. .

Dose Geography/History certification teacher Dose Geography/History certification teacher who has no geography learning experienceswho has no geography learning experiences in in high school high school wish to teach Geography as teacher? wish to teach Geography as teacher?

When those teachers organize school curriculum When those teachers organize school curriculum in their own schools, in their own schools, which sub-subject, which sub-subject, geography or Japanese History, do they select?geography or Japanese History, do they select?


This January/2010, educational board of This January/2010, educational board of Tokyo Tokyo Metropolitan GovernmentMetropolitan Government decided follows. decided follows.

All state high schools should place All state high schools should place Japanese Japanese History as compulsory History as compulsory on every school curriculum on every school curriculum in addition to World History. in addition to World History.

The reason is “Younger generation have not The reason is “Younger generation have not enough understanding/knowledge about our enough understanding/knowledge about our country. More understanding/knowledge about our country. More understanding/knowledge about our country is necessary as Japanese people” country is necessary as Japanese people”

Two compulsory sub-subjects, Japanese History and Two compulsory sub-subjects, Japanese History and World History, are enough for the request in N.C. of World History, are enough for the request in N.C. of MEXT. MEXT.

In consequence, enrollment of Geography must In consequence, enrollment of Geography must decrease in Tokyodecrease in Tokyo, where is the most influential , where is the most influential place to all parts of our country. place to all parts of our country. We are afraid of We are afraid of diffusing this decision to other regionsdiffusing this decision to other regions..


I know there are other substantial discussion points I know there are other substantial discussion points on our history like follows.on our history like follows.

(1): What is a (1): What is a significant of Geography in significant of Geography in Geography/History or Social Studies subject frameGeography/History or Social Studies subject frame, , with reference to educational goal? with reference to educational goal?

(2): What is a (2): What is a meaning of regional geography meaning of regional geography learning in geography education?learning in geography education? Reconsideration of regional geography is crucial in Japan. In Reconsideration of regional geography is crucial in Japan. In

my personal view and little understanding about English my personal view and little understanding about English geography education history, Madingley is a meaningful geography education history, Madingley is a meaningful place in this sense. Because Madingley is the place where place in this sense. Because Madingley is the place where New Geography Teaching, that replaced orthodox regional New Geography Teaching, that replaced orthodox regional geography teaching, began and was diffusing center place of geography teaching, began and was diffusing center place of new teaching in 1960’s like new teaching in 1960’s like Frontiers in Geographical Frontiers in Geographical TeachingTeaching. .

But, from a current Japanese situation around But, from a current Japanese situation around Geography, institutional/legal aspect of curriculum is Geography, institutional/legal aspect of curriculum is serious problem.serious problem.

Under this situation, Japan must look for Under this situation, Japan must look for current current Frontiers in Geographical teachingFrontiers in Geographical teaching ! !

Geography through my office window ;

Autumn

Thank you for your listening !

Appendix 1: Our lesson in “Teaching of Social Studies/Geography/History education in secondary school” in

undergraduate 3rd year class)

high school geography in the 2009 japanese national curriculum: reflections on japanese social...

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school system

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geography related subjects

geography fieldhistory

primary schoolsubject

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joetsu university of

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