Geography Reference
In-Depth Information
Studies was mandated as a compulsory subject, changing the way Social Studies-
related subjects were taught. Although not as large a reduction was observed with
Ethics, there was a drastic decline in the number of students taking Geography,
which had enjoyed the highest student enrollment until the change. Moreover, this
low student number became defi nite with the 1989 revision of the National
Curriculum Standards, which divided Social Studies into the two elective subject
areas entitled Civics, and Geography and History, while making World History a
compulsory subject.
While World History became compulsory, the vast majority of university appli-
cants selected Japanese History, giving it a secure place within Social Studies. In
2006, there was a public outcry when it was announced that students were not tak-
ing World History course. The way that it was covered by the media pitted World
History against Japanese History, but it never really addressed the dramatic changes
that had taken place in Social Studies reform. Thus, the question of whether it was
acceptable for students to not study World History until senior high school was
never discussed.
World History became a compulsory subject because decision-makers believed
it could play a role in fostering internationally minded qualities in the face of glo-
balization. However, Geography was left out as a compulsory subject with potential
to contribute to this student development.
When World History became compulsory in senior high school, teachers reacted
by focusing on the history of Japan in junior high school. In essence, the history
curriculum of Social Studies at this level informally became that of Japanese his-
tory. With this change, the topics taught in Geography shifted to focus on awareness
about Japan's territory, and emphasis was placed on this knowledge at the junior
high school level. In senior high school, the focus of geography shifted to global
awareness. As a result of the compulsory subject change, junior high school stu-
dents no longer learn about World History and they therefore receive a fragmented
knowledge and understanding of world geography. Students will have encountered
formal instruction of World History for the fi rst time in senior high school and will
not be able to depict a geographical image of the world.
Due to numerous factors, including global fi nancial issues and unstable political
situations, fewer young people desire to study abroad or be transferred abroad by
their company. It is unoffi cially recognized that the young people of Japan today are
inward-looking. The fostering of international-minded qualities may also have been
negatively affected by the division of senior high school Social Studies into subcat-
egories, as well as by the curriculum changes in junior high school Social Studies
since World History was made a compulsory subject.
Revisions to the Fundamental Law of Education and the School Education Act
strengthened the fostering of students' identity as Japanese citizens who love their
country and hometown. However, such identity is relative. For example, within
Japan, one may identify their roots by prefecture and city name. When the same
individual travels abroad, their identity takes on a different scale and they are more
likely to say that their roots are from Japan rather than to go into locational details.
World History remained a compulsory subject for senior high school students after
the 2009 revision of the National Curriculum Standards. However, the importance
