RUNNING HEAD: Curriculum History

History of Curriculum: Affecting Modern Day Curriculum Design

October 10, 2006

Abstract

The study of curriculum is essential to the understanding of educational systems and how they educated their students. Through this study we are able to create curriculum that is ever changing and addresses the current needs. Both the United States and Japan have had major reforms in their educational system trying to address the need for changes to curriculum. Post WWII Japan has experienced one evolutionary change to it's curriculum after another. This ever changing process has created both a complex and unique curriculum to be studied and analyzed. We will briefly discuss the major reforms of the Japanese Curriculum and look to the future for more changes.
Studying the history of any subject including curriculum teaches us to not only respect how we are where we are today, but provides us with a foundation to learn from and build upon. Without understanding the history how can anyone profess to have the ability to make changes, develop, create or even understand curriculum and its design? It has been the belief of the Society of the Study of Curriculum History that by evaluating what has happened in the past we can begin to create more effective curriculum. "It seems to me that it is not up to the historians to formulate a new approach to their subject but up to the curriculum field to look to its history to make better judgments about present and future actions." (Tanner, 1977).
The history of curriculum show us how over time it has evolved trying to accommodate the every changing times of society and teach the skills that are necessary to survive in that era. Through the study of this history educators will be able to become more equipped in developing curriculum that addresses the needs of today's society while implementing the "what works" from the historical perspectives.

This history of curriculum is quite different from country to country and can be traced backed for centuries. We will take a closer look into the history of curriculum over the past 50 years in the country of Japan.
At the end of World War II the educational system of Japan was completely devastated and archaic in terms of the "new" beliefs being brought into Japan by the current military occupation. (Education in Japan, n.d.) In 1946 the United States Education Mission established a number of changes that brought about the democratizing of the Japanese education. Prior to the war much of the education was based on teaching loyalty to the country, politics, and cultural morals. With the US Education Mission text books were re written removing such things and replaced with what we call typical curriculum in the United States: Social Studies, Mathematics, and Reading etc. With this reform also came about local school boards and teachers unions. (Education in Japan, n.d.) The higher education system saw great changes as well. Following WWII the secondary education system became divided much like the United States system into an upper and lower system. The lower system filled with compulsory subjects and electives with the upper system with specialty subjects. (Okuda & Hishimuya, 1983)
In 1952, after national sovereignty was restored Japan began to re-implement into its curriculum the things in which were removed by the United States Education Mission. Japan's education began to reflect their ideals on what education should be and what the curriculum should contain and much was added back about morals, country beliefs, and personal standards.
In the 1960's Japan began to see trouble especially in the higher education realm. Generally speaking the 60's were a time of great violence, drop outs, higher education costs and student unrest. In 1969 the government created the University Control Law which set ruled in which the educational system has to follow which included the revitalization of the curriculum in public schools. (Education in Japan, n.d.)
The 1980 brought about more change for the Japanese educational system as international critics began to analyze its system and see that it was not providing adequate education on international issues and that is was adapting to the twenty first century. (Education in Japan, n.d.) University curriculum still continued to be a challenge with overwhelming hard entrance exams, extreme emphasis on uniformity and cultural beliefs. "The National Council on Educational Reform was inaugurated in September 1984 as an advisory organization for the Prime Minister to deal with educational reform. It was the second time in the postwar period that an inquiry organization to investigate and discuss educational problems was established under the direct supervision of the Cabinet" (Education Reform for the 21st Century). Through these problems arose the National Council on Education Reform and in 1985 and 1987 a series of reports were issued that sought to redefine the curriculum. This redesign called for more emphasis on technologies, individuality, life long learning, adjustment to social change, and media. (Education in Japan, n.d.)
In more recent years the educational system has seen more changes but for very different reasons. The culture in Japan is changing. Lower birth rates, more working mothers, and less parent participation have cause yet another curriculum reform to take place to address these cultural issues. "In 2002 the Ministry of Education began to implement educational reforms that officials labeled the most significant since the end of World War II" (Masalski, 2001). In order to address the current needs of the student the curriculum was changed to help create a more independent student. "Japanese students in grades 3-9 are now required to take Integrated Studies classes in which they and their teachers jointly plan projects, field trips, and other "hands-on" activities. Students in Integrated Studies learn about their local environment, history, and economy." (Masalski, 2001) Another, more controversial addition to this curriculum is addition of learning the English language. This form of study is much less rigid than the previous curriculum as it does not have text books or tests.
The Ministry of Education defines the curriculum for the all levels of school. For elementary schools the Ministry defines and regulates all curriculum so that all students in the same grade across the country are studying the same thing. (Japanese Education & Literacy n.d.)
"Despite the numerous educational changes that have occurred in Japan since 1868, and especially since 1945, the education system still reflects long-standing cultural and philosophical ideas: that learning and education are esteemed and to be pursued seriously, and that moral and character development are integral to education." (Education in Japan, n.d.) The current Japanese educational system is very effective when it comes to student enrollment and completion. Currently enrollment rates are 100% in compulsory grades with zero illteracy. High school enrollment is over 96% nation wide and nearly 100% in the cities. (The Japanese Education System 1) The Japanese educational system is continuing to try to adapt to the every changing world around us and yet hold on to its intrinsic moral and cultural beliefs.

Attachment #1

Significant Events in Japan Curriculum History
Event /Time Line Socio-Cultural Influences Historical Event
United Stated Education Mission 1946 Japan occupied by the United State Army which brought about a lot of "American" ideals to the education system and called for complete reform that redefined the educational system and curriculum. World War II
Occupation of Japan
University Control Law 1969 Extremely high costs for education - The 60's saw a rapid increase in the amount needed for schooling with no system for regulation. Increase in violence at universities and schools noted. Vietnam War, Student Protests, Extremely Hard Entrance Exams into Universities, Undefined Curriculum
National Council on Education Reform Instated 1984 Strong competition for entrance exams existed, while the exams were very hard and received a great deal of criticism. Began to see a larger amount of drop outs due to increase in difficulty in the curriculum. Curriculum not meeting up to the standards and changing world. Curriculum redesigned to address the life long learning, technologies and international issues.
Ministry of Education Implemented Integrated Studies 2002 Smaller families, decline in population, working mothers, changes in family dynamics, loss of family interest in education. Technology age is at full blast and the need for students to be independent and quick thinking prevails over traditional needs.

Conclusion

So what does the future hold? Well in this case I think both the United States and Japan are fighting to keep up with the ever changing demands on what students need to learn while in school. I really liked the current reform in the Japanese system with Integrated Studies and believe while this may not be the answer to all; it sure is a look in the right direction. "In an era of increasing globalization, it is imperative that American educators study other nations' schools. Japan offers rich food for thought for all those who wish to improve the teaching profession." (Masalski, 2001)
I think through the study of each countries curriculum we can begin to see ways in which we can advance the curriculum in the United States. I can only hope and dream that further emphasis would be placed on moral, ethics and values into our educational system. We continue to see a decline in our society as a whole yet we fail to address these problems where they first need to be addressed, in school.
For both countries the continued diversity of curriculum is necessary to meet the changes and needs of the students. The Ministry on Education says guaranteeing the quality of higher education in order to protect learners and maintain international validity will be an important issue (http://www.mext.go.jp/english/org/struct/018.htm). In the future I feel an emphasis on curriculum that is individualized, and addresses cultural diversity is essential and that each country is working on reform to ensure this occurs.

References:

Education in Japan. (n.d.) Encyclopedia BETA. Retrieved October 10, 2006, from
http://experts.about.com/e/e/ed/Education_in_Japan.htm?zIr=5#r

Education Reform for the 21st Century. An Introduction Postwar Educational Reform in
Retrospect. Retrieved October 10, 2006, from
http://www.mext.go.jp/b_menu/hakusho/html/hpac200101/hpac200101_2_013.html

Japanese Education & Literacy (n.d.). Asian Info. Retrieved October 19, 2006. from http://www.asianinfo.org/asianinfo/japan/education_literacy.htm#SCHOOLS%20AND%20CURRICULA

Masalski, K. (2001). " Examining the Japanese History Textbook Controversies."
A Japan Digest produced by the National Clearinghouse for U.S.-Japan Studies.
Retrieved from http://www.indiana.edu/~japan/digest5.html

Okuda, S. & Hishimuya, Y. (1983). The Development of Secondary Education in Japan
after World War II [Electronic Version] Higher Education, 12, 567-578

Tanner, L. (1977, April 4). Opening Speech to Curriculum History Organization.
Curriculum History Meeting, Columbia University. [Transcript] Retrieved October 10,
2006, from http://www3.baylor.edu/~Wesley_Null/ssch.html

The Japanese Education System 1, (n.d.),. About Japanese Language: School System.
Retrieved October 19, 2006. from
http://japanese.about.com/library/weekly/aa061000.htm

please see the attached file.