2006 Revision of Japan’s Basic Act on Education

Nationalistic Elements and Curricular Changes

In December 2006, Japan enacted significant changes to its Fundamental Law of Education (also known as the Basic Act on Education), marking the first revision since the law’s establishment in 1947 during the post-war US occupation. These changes represented a notable shift toward more patriotic and nationalistic elements in Japanese education, stirring considerable debate both domestically and internationally. The revisions reflected a conservative political agenda aimed at instilling stronger patriotic values and respect for Japanese traditions among students.

Historical Context and the Process of Revision

The Fundamental Law of Education of 1947 was established based on the principles of Japan’s post-war constitution, with the intent of realizing constitutional ideals in the education system. It had a quasi-constitutional nature, restricting state power over education and prohibiting improper governmental control. For sixty years, this law served as the foundation of Japan’s democratic education system.

On December 15, 2006, a bill to amend this law cleared the House of Councilors by majority votes from the ruling parties, despite concerns about insufficient public discussion. The revision was particularly championed by conservative politicians, including then-Chief Cabinet Secretary Shinzo Abe, who was the frontrunner to succeed Prime Minister Junichiro Koizumi. These conservatives had long been dissatisfied with the US-drafted law, believing it had undermined legitimate patriotic sentiment and eroded Japanese cultural pride.

The Cabinet’s approval of the bill earlier in 2006 set the stage for this significant educational reform, positioning it as an essential step in reshaping Japanese education to emphasize national values and identity.

Key Changes and Nationalistic Elements

Modification of Government Control Provisions

One of the most contentious changes involved Article 10 of the original law, which had explicitly banned improper control by the government over education. The original text stated that education “should not be subject to improper control” and “should be carried out with direct responsibility to the whole people.” However, the revised law replaced this with “education should be conducted in accordance with this and other laws”. Critics expressed concern that this alteration might weaken protections against governmental interference in education and potentially diminish the constitutional nature established by the original Article 10.

Introduction of “Love of Country” as an Educational Aim

Perhaps the most overtly nationalistic change was the introduction of “love of country” as an explicit aim of education. The revisions made it a goal of education policy to cultivate “an attitude that respects tradition and culture, loves the nation and the homeland that have fostered them, respects other nations and contributes to peace and development of international society”. This represented a significant shift toward promoting patriotic attitudes as a central educational objective.

Framework for a New Educational Promotion Plan

The revised act also included provisions establishing a basis for the Basic Plan for the Promotion of Education. Through this plan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) intended to implement measures embodying the ideas and principles stated in the revised law in a “comprehensive and systematic manner”. This framework would serve as the mechanism for translating the law’s nationalistic principles into concrete educational policies and practices.

National Curriculum and Patriotic Education

National Flag and Anthem Requirements

The national curriculum in Japan already contained provisions regarding the treatment of the national flag and anthem before the 2006 revision, but these elements took on greater significance in the context of the revised law’s emphasis on patriotism. School guidelines required teaching respect for the national flag and anthem, with specific instructions for entrance and graduation ceremonies to include flag displays and anthem singing.

According to the learning guidelines, students should understand that “Japan and foreign countries have national flags” and develop “attitudes that respect them”. For sixth-grade students, the curriculum specifically stated that schools should help students “understand the significance of Japan’s national flag and anthem and foster attitudes of respect toward them, as well as similar respect for the flags and anthems of other countries”.

Emphasis on Traditional Values

The revised educational framework placed greater emphasis on traditional Japanese values and cultural identity. This shift aligned with the concerns of conservatives who had felt that the original law had undermined pride in Japanese culture and history. Under the new guidelines, schools were expected to play a more active role in fostering respect for Japanese traditions alongside academic learning.

International and Domestic Reactions

The revisions to the Basic Act on Education were met with mixed reactions both within Japan and internationally. Education Minister Kenji Kosaka acknowledged the need to “gain the people’s understanding” regarding these changes, suggesting awareness of potential controversy.

Internationally, the changes raised concerns, particularly in neighboring countries like China and South Korea, which were already engaged in disputes with Japan over issues stemming from Japan’s wartime past. These countries viewed the increased emphasis on patriotism in Japanese education with suspicion, especially given ongoing controversies over Japanese textbooks that critics claimed whitewashed historical aggression.

Some academic observers characterized the revision as “a very important symbol of a strengthening of nationalism in the political class and the will of the political class to educate people toward stronger nationalism”. This assessment from Sven Saaler, an associate professor at the University of Tokyo, highlighted the perceived political motivations behind the educational reforms.

Implementation Through Educational Planning

Following the revision of the Basic Act on Education, MEXT planned to develop and implement the Basic Plan for the Promotion of Education to concretize the law’s principles. The ministry referred to a 2003 report titled “Revised Basic Act on Education and Basic Plan for the Promotion of Education Befitting to the New Times” and established a Special Committee on the Basic Plan for the Promotion of Education within the Central Council for Education to examine specific measures.

The implementation strategy emphasized cooperation between central and local governments, with the revised law stipulating that local governments would formulate their own education plans based on the central government’s Basic Plan. This approach ensured that the nationalistic elements of the revised law would be systematically implemented throughout the Japanese education system.

Conclusion

The 2006 revision of Japan’s Basic Act on Education represented a significant shift toward more nationalistic content in the country’s educational framework. By introducing “love of country” as an explicit educational aim, modifying provisions regarding government control of education, and establishing mechanisms for implementing these changes throughout the curriculum, the revision reflected a conservative political agenda aimed at fostering stronger patriotic sentiments among Japanese students.

These changes must be understood within their political and historical context, coming at a time when Japan was reassessing its national identity and international role. While proponents viewed the revisions as necessary to instill proper respect for Japanese traditions and values, critics worried about potential resurgence of problematic nationalism and increased governmental control over education. The international concerns, particularly from countries that had suffered under Japanese imperialism, highlighted the sensitive nature of educational reforms that touch on national identity and historical memory.

The long-term impact of these changes continues to shape Japanese education, influencing how generations of students understand their national identity and Japan’s relationship with the wider world.