R031 Fujita, Hideo and Ito, Takehiko, (1992). Peace education in Japanese universities.　 Peace Education Miniprints No. 36,1-18

1. PEACEEDUCATIONINJAPANESEUNIVERSITIES
HideoFujita
TakehikoIto
P伺 回 educationisnecessaryforal1universitysωdents，s泊 白 血eyaregoing
ωtakeleadingrolesinsociety，也eworldischangingrapidly，組duniveぉity
teachershaveasocialresponsibilitynottorepeat血efaultsofJapanese
teachersinWorldWar11.
Jap組 .esepea田 educationhasbeenprovidedbymanyelemen飽ry釦 d
highschoolteachersfromjustafi飽rtheWar.Peaceeducation泊 universities
expandedrapidly白.rough血e加 pactoftheSpecialSessionofDisarmament
oftheUnitedNationsin1978.
百lispaperisbasedonthreenationalsurveysofpeaceeducation泊
Japaneseuniversities.Thesesurveysshowthatmultidisciplinarylectures釘 B
providedinmanyuniversities，血atthecontentsareexp組 dedtoinclude
structuralviolence，andthatteachersusediverseteachingmethods.

2. 3
PEACEEDUCATIONINJAPANESEUNIVERSITIES
HideoFujiω(Risshoul凶.versity:PeaceEducation)
TakehikoIto(WakoUniversity:Psychology)
百leresearchwぉ conductedbyfourmembe路 oftheResearchCommittee
forPeaceEducationoftheJap阻 .eseScientistsAssociation，includingTaka-
hikoHori(NagoyaGakuin:Ethics)andMichioSakakibaraσokaiUniver司
sity:Physics).
TheNecessityofPeaceEducationinUniversities
百lIsreportisbasedon血eresultoftheResearchCommitteeforPeaceEdu-
cationoftheJapaneseScientistsAssociation(JSA).百 eJapaneseScientists
Association，foundedin1965，isamultidisciplin創 yorgan包ation.百lisRe-
se釘 chCommi伽 ehasconducted由民enationalsurveysonpeaceeducation也
Japaneseuniversitiesandpublishedtwobooks.Thefirsttwosurveyswere
repo此巴dbyJSAin1989.
AsofMay1，1990，therewere507universitiesinJapan，excludingtwo-
yearjuniorcolleges，attendedby2，223，516u国versitystudents(including
grad国 .te蜘 dents)， 組demploying180~似4 universityteachers.After9years
ofcompulsoryeducation，91.1%ofyou血sproceededtoseniorhighschool.
百leratiooftheJapanesestudentswhowentontoauniversitywas24.6%(ω
highereducation血cludingjuniorcolleges，36.3%).
Weclaim白 紙 peaceedu伺 .tionisn田 essaryforallJapanese∞Uegelevel
sωdents，because:(1)血eyarego泊.gtotakeleadingroles泊 society，inclu-
dingthefieldsofmanagement，science，andtechnology.Theywillberes幽
ponsibleforcreatingapeacefl叫 world;(2)血.eworldischangingrapidly.
Newwaysofthinking釘 erequiredinresponsetonewproblems.Apeace
educationshouldbealife-longeducation，includingthehighereducation
level;(3)universityteacher百 泊 WorldWarnhadcooperated加 Japan'sag-
gressionabroad，eitheractivelyorpassively，佃dsenttheirstudentsto血e
battlefields.1tisanimport姐 tsocialresponsibilityforalluniversityteach-
erstodaytoconductp回 目 education.

3. 4
A BriefHistoryofPeaceEducationinJapan
Beforeintroducingthesurveysconductedbyourcommittee，letusgivea
briefoverviewofJapanesepeaceeducation.BeforeJapan'sdefeatinWorld
War11in1945，therewerepea田 educationactivitiesagainstJap祖 国emili-
tarism.MostofthemwerecarriedoutbyasmallnumberofChristiansand
socialists，whowereseverelyoppressedby血.eImperialgovemment.
AfterWorldWar11，peaceeducationwasinitiatedbyelementaryand
secondaryschoolteacherswhoreflectedontheirresponsibilityforsupport-
ing theJapanesemilitarism.Theirdeterminationnevertocooperateinany
h同.rew釘 wasenco町 agedby血eJapaneseTeachersUnion，underthepost-
warConstitution(1946)，theso-called"PeaceConstitution，"andtheFunda-
menta1LawofEducation(1947).
TheConstitutionabandonsnotonlytherightofbelligerencybutalso
prohibitsmaintainingmilitaryforces.Itdec1ares:
"We，血eJap組 問 people，desire戸 aceflぽ all曲neandareゐeply∞nsciousof白ehigh
i必alsαmtrollinghumanrelationships，andwehaved蜘 rminedωpre臨 veoursecur抑 制d
凶 S剛 院 国s出 .gin恥 justiceandt1討thofthepeace-lo巾 19peoplesoftheworld.We
desireωαx:upy組 honoredplace加 anintenl姐onalsocietys凶吋ngforthepre鑓 :rvationof
the戸ace，創tdthebanishmentoftyrannyandslavery，oppression創td泊ωleranceforalltirne
fromthee紅白.Werecognize伽 tall戸oplesof恥 worldhave也erighttoliveinpeace，企ee
fromfearandwant."
Asforwarfare，theConstitutionreno山 田swarinArticle9:
"Aspiringsmωrelyto組 intemationalpeacebasedonjusti句 組dOIder，血.eJapanesepeople
foreverrenouncewarasasovereignrightof也.enationandthe由民atoruseofforceas
m伺 ssofse凶ingu陶 rnationaIdisputes.In0Iderωaω田 lplish血eaIInof白書戸政訓泊gpa・
ragraph，land， sea， andairforces，aswellas0出 町 warpo包n由 l，w温lnev町 bemain姐ined.
百 erightofbelligerencyofthes飽tewillnotbere∞伊国d."
TheFundamentalLawofEducationmoreconcre凶 ydeclarestheroleof
educationfortheconstructionofapeacefulsociety.Article1defmes血.eaim
ofeducationasfollows:
"国ucationshall必mat曲efulldevelopmentofpersonaIity，strivingforthere紅 ingofa
戸句，le，soundinmindandbody，whoshalllove凶 thandjustiω，es臨 mindividualvalue，

4. 5
res戸出ctlaborandhavea白書P鎚 nseofresponsib出世y.飢 dbeimbuedw抽 出e泊dependent
sp泌L総 b凶lder富ofape鉛 efl叫 S飽teandsociety."
UnderthenewConsti伽 tion組 dtheFundamentalLawofEducation，Ja-
panese schoolteachersadopted血.eslogan"NeverLetUsSendPupi1sand
Studentsto血.eBa住leFieldsAgain"(amottooftheJapaneseTeachersUnion
since1950).However，after1949，pea田 educationwas8uppressedby白e
govemment，whichchanged也.epolicyunderpressure食om血.eUnitedState8
Govemment，whichwan凶 Japantobecomeabre政 wateragainstCommun-
18m.
In1954，aJapanesefishermanwaskilledbyexposuretoradiationfrom
佃AmericanH-Bombtestin血.eBik恒iIslands.Becauseof曲isaccident，
otherfishennen阻 dalotoffishwerecon旬m泊ated.τbeJapanesefeared
radioactiverain.Sincethen，血e姐 6・nuclearmovementshavegrownrapid1y，
encourag泊gteacherstoteachaboutnuclearissues.Thisaccidentbrought
abouttheseconddevelopmentofpeaceeducationafterthew低
TheSpecia1SessionofDisannamentoftheUnitedNationsGeneral
Assembly泊 1978(SSDI)hadagreatimpactonthedevelopmentofpeace
education泊 Japan.Variousorganizationscollectedtwentymillionsignatures
callingfortheeliminationsofnuc1earweaponsandforpeace.Manyloca1
governmentshavedeclaredthemselvesnon-nuc1earcommunities.('官lenum-
berofthelocalgovemmentshasrapid1yincreasedye釘 byye釘， anditis
nowmore也叩 four蹴 nhun，批d.)百 .eseactivitieshavec∞stitutedthe也ird
developmentofJapanese pea田 education.Thispea田 educationexp姐 ded
rapidlyininstitutionsofhighereducationandadu1teducation.At血.esame
time，血ea加 ofpeaceeducationwasa1s0exp四 dedωcreatepeoplewhonot
on1yworktoestablishawor1dwithoutwar，buta1s0awor1dwithouts釘uc-
turalviolence.
The CharactersofPeaceEducationandUniversity Studentsin
Japan
Japanesepea田 educationischaracterizedby血eteachingof血estoriesof
Japanesewarvictims(inHiroshima，Nagasaki，andbombings泊 m組 ycities，
etc.)andassau1texperiencestowardAsianpeoplebytheJapanesemi1itar-
ismbetw悶 11931佃 d1945.Ithascontributedtocreateanti-nuclearand
姐 .tiw，釘 sentiments創 nongapartoftheJapanesepeople.Butthemethodhas
以出enon1ytocommunicate， 組dnottomobi1izetheaudience.

5. 6
PeaceeducationintheJapanese山首versi恥 shasdevelopedrapidlysin田
1979阻 ditcametoincludethecontentsofstructuralviolence.Todaythe
peaceeducationprovidesthechanceforteachersandstudentsofallfieldsto
freelystudyandbeinterestedinit，butfewofthemhavetaken姐 actionfor
血epeacemovements.Oneof也ereasonsseemstobe泊 白.esystemofJa-
paneseschooleducation，especiallyupωhighschool，白紙 istosay，theex・
cessivecompetition佃 dsuppressivestrucωrehavemadeyoungpeoplepas-
sive姐 degoistic.
FirstSurveyin1986
百lepurposeof白efirstsurveywastogauge由estateofthefieldofpeace
educationinJapaneseuniversitiesbymembersandnon-membersoftheJSA.
Method
τ'hefirstquestionnaireonpeaceeducationduringthe1985academicye釘
wasmai1edtoninety-fouru凶versity飽acherspurpor飽:dlyinvolvedinteach-
泊gpeaceeducationcourses，andtoallof白.eprefecωra1branchesof血e
JapanScientistsAssociationσSA).百leacademicye釘 包 Japanbeginsin
Apri1and endsinMarchofthenextyear."Universities"in出isstudy加・
c1udesfour-yearcollegesanduniversities，graduateschools，andjuniorcol-
leges.Extensionprogramsforthegenera1publicbysuchinstitutions釘 ea1s0
inc1uded.官leword"pea白 "didnotnecessari1yhavetobeincludedinthe
titlesofthecourses.Peaceeducationasonecomponentofawholecourse
wasa1soincluded."Peace"hereincludednotonlyissuesofwaranddis-
armamentbutalsoissuesofhumanrights，poverty，starvation，etc.Please
note白紙 thesecぉesa隠 notcomple低lylis飽dbecauseofcertainliJ凶tations
IJlthemethodofours町 vey.
ResultsandDisc，凶 'swn
TypesofPeaceEducation
百lefirstsurveyfound67coursesonpeaceeducationofferedat43univer-
sities泊 曲.eanswersof57teachers.官le旬pesofpeaceeducationwereana・
lyzedinthecategoriesshowninTable1.

6. 7
Fiel也 ofP伺 印 E ducation
AsshowninTable1，ofthe67coursesmentionedabove，46fall凶 o血e
ca飽goriesofsingle-teacher1田 turesandsem泊ars(categoryA&B).官lese
46coursesfur血.erbreakdown泊tothefieldsofpeacestudies(4)，law(3)，
po刷 cs(10)，sociology(3)，economics(4)，philosophy/e位rics(4)，psychology
(1)， education(7)，physics(3)，medicalscience(3)，組dothernatural
sciences(4).
InJapan，thereareonlytwouniversities，HiroshimaUniversityand
ShikokuGakuinUniversity，wherecoursestitled"peacestudy"areoffered.
ShikokuGakuinUniversityintroducedacoursecurriculumtitledInter-
nationalPeaceStudiesCoursein1988.官lisis出.efirstcourseofferedin
Japanforabachelor'sdegreemajoringinpeacestudies.Thelargenumber
ofclassesinpoliticalsciencemightbeareflectionofthefact白紙 thelargest
s泊gleportion(40%)of白emembershipof血ePeaceStudiesAssociationof
Japaniscomposedofpoliti，伺1scientists.
The血 1ofrnostoftheactivitieswasdisannamenteducation，especially
nucleardisarrnament.Educationforhurnanrightsisconductedinlaw
coursesandinca総 goryC.Therewerefewcasesofenvironrnenta1education
fromthepo泊tofviewofpeaceeducation.Of血e17interdisciplinarylec-
ωres(categoryC)， mostwereprovidedasgeneraleducationwi白 白.eex-
回 :ptionofKobeUniversity，where血e∞ursewasgivenasacourseofstudy
forteacheredu伺 tion.官le"PeaceEducation"co町 seatKobeUniversityis
組 exceptioninadifferentsense，sincetheteachersbelong.to出.es創ne
discip泊施(i.e.education，educationalscience).百lefirstinterdisciplinary
coursewasopenedinHiroshimaUniversityin1977，andanothertwelve
universitiesalsobegan血.eircoursesd町泊.g1982・1984.Somelecturerscome
fromdifferentdepartmentsanduniversities，andsorneareHib紘 ushas(A-
bombsurvivors)orhighschoolteachers.百leseinterdisciplinaryco町 seson
pea回 educationopenedupanewpossibilityforthedevelopmentofUI吋ver-
sityeducationinJapan.
ItishistoricallY加 .po此 佃I白紙 coursesonpeaceanddisarmamentedu-
cation(泊曲.ebroaderse臨時 wereestablishednationwideωregul釘 co町 ses:
notbypressurefromthegovernment，butbyvoluntary，cooperativeefforts.
Fu泊施rrealizationofcollectivecooperationamong血eentirefa四 ltywith
different血oughts佃 dbeliefscancreateanewwaveofuniversitydevelop-
ment泊 termsof血eautonomousorgm:語zationofeducation.In白isreg:訂 d，it
is佃 ticipated白紙 morecourseswillbeintroducedanddeveloped， notonly

7. 8
quantitatively，buta1s0 withvariousqua1i飽livedevelopmentsin血.efonnof
interdisciplinarycooperationforthepromotionofpeaceeducation.官lede-
velopmeotofoewwaysofintegratiogresearch佃 deducatioo00peal田 issues
isaproblemsti1lωbesolvedbyJapaneseuniversity飽ache路 .
Exteosioolectures(CategoryE)wereprovidedinsixuniversitiesfor
血egeoeralpublicdu出191983・85.Its関 msiroDictous，asu凶versity飽ach-
ers，也atcitizensenrolledinthesecoursesexhibitedmo陀 enthusiasmand
motivatiootoward血.esubj即 t白血 theregu1arundergraduates卸 dents.
百leoumberofpeaceeducatioocoursesseemstohaveincreasedevery
year.In1978佃 d1983m阻 ycou凶 eswereoewlyprovided，followingthe
SSDIandSSDIIm白血19SoftheUni飽dNa姐oos.
SecondSurveyin1988
Thereweretwoaimsinthesecoodsurvey.官lefrrstwastoconfinnthe
stabilityandoogoingdevelopmeotofpeaceedu伺.tiooinJap紐 eseuniversities
bylookingatquaoti凶 ivechangesintheoumberofcoursesprovided00
pea田 educatioo泊 出etwoye釘 s.百lesecoodpwposewasaqua1itative佃 a-
lysisofcooteot，teachingme出ods佃 dcourseeval回 .tioo.
Method
Thesecoodquestionnaire00p回 目 educatiooduringthe1987academicyear
wascooductedusingthesameprocedureas血atofthefirstsurvey.τ'be
questionnairewasmailedto167universityteachers，includ泊g57teachers
whohadrespoodedto也efirstooe，andtotheprefecωra1branchesof血E
JSA.官ledefmitiooofpeaceeducatioohere，asin也eprevioussurvey，in-
cludedootonlyeducatioo00theissuesofw釘 釦dpea田 butalsoeducatioo
coocen血 gthesuppressiooofhumanrights，poverty姐 dstarvatioo.Italso
inc1udedlecturesandseminarswhosetit1esdidootcootaintheword"peace".
Peaceeduc副 00asooecompooeotofawholeco町 田 Wぉ alsoincluded.
τ'bequestionnairefocused00thecooteotandmethodsofpeaceedu-
catioo.

8. 9
ResultsandDiscussion
Qu佃titativeIncreaseinPea田 EducationCourses
Thetotalnumberof戸a田 education∞ursesofferedreached133-twi，偲 as
manyasinthefirsts町 vey.Table2shows104∞ 町 民sin血eonsety'伺 r.In
1986，出.eIntemationalYearofPeace，14newcourseswereopened.There
alsowasabigincreasein血enumberofnewclasses(11)泊 thefollowing
year，1987.Table2reveals血atonethirdofthe1987coursesbeganbefore
1979，ano血.erone出 rdduring1980・84，andtheremainingclassesbegan
after1984.Thenumberofpeaceeducationcoursesoffered泊 四iversities
todayis伽'cetimesasmanyasin血elate1970s， 卸dseventimesasm組，yas
泊 1974.
ltisworthpo泊ting0脱 出attheinterdisciplinarylecturestylecourses
haveconstantlygrowninrecentyears.官 legrow白 of白iskindofcourse，
suppor飽dby白e加 tonomyofu凶versityfac叫.ty，isabarometerof血ein-
creaseofteachers'cooperationandconceminuniversityeducation也
general，aswellas飽achers'COD田 m withissuesofsocialresponsibility，edu-
ca白19youngpeopletobeawareofpea田 is皿 esinpartic叫 低
Inadditiontoatota1quantitativeincrease，therehasalsobeen阻 in-
crease泊 variety泊 termsoffiel也 anddisciplinesof血ecourses.Courses泊
history，geography，literature，foreign1anguages，andpsych010gywere
foundforthefirstt泊 施 泊 thesecondsurvey.
ContentofP， 伺 印 刷ucation
Ofthe出irty-twotopicsmenti佃 .edin血equestionna泊，血emostpopular
oneswere"nucle釘 weapons/nuclearstrategy"，"Hiroshima&Nagasaki"卸 d
"釘msrace/militaryexpenses."百leleastpopularoneswere"population，"
"literature/arts，"and"Ap紅白eid."百usrankingreflects血.epresenttrendof
peaceeducationinJap姐 .Ithasbeenpoin飽dout白atJapane鈎 pea田 edu-
cationisheavilyorientedtofactsconcemingJapanesepeople'scasualties
duringWorldWarII，suchas白esufferingofA-bombvictimsinHiroshima
組 dNagasaki，andneedstopayproperattentionto也esufferingsofother
AsianpeopleduringtheJapaneseinv制 onandoccupation.on也ispoint，
m祖 yof血euniversityteachersseemtoshowagoodsenseofbalan回 by
emphasizingJapaneseassaultsonAsiancitizens(34%).

9. 10
Ano由erweak.pointinJapanesep闘 関 education，accordingtoY細 ada
(1988)，istherelativelackofteachingaboutstructura1violencebyde-
velopedcountriesonAALA∞四国es(Asia，A制 ca，La血Ameri回 ) 血d
unders回 dingoftheculturesandp伺 'plesofthe也irdworld.Forexample，
Ito(1988)indicated白紙 Japaneseuniversitys旬dents・g回 Igraphi伺 1knowl-
edgeoftheworldwassobiasedandinfluencedbypolitica1factorsand
eoucationa1policy白 紙 血eycouldnotdrawpropermapsofA剖 叫 Latin
Americaorneighbo巾 .gcoun凶.es泊 EastAsia，but血eycoulddrawde簡 単d
mapsofWestemEuropeandtheU副総:dS飽，tes.Theresultsofthepre鴎 :nt
S旬 dysuggestuniversityteachers'∞n田 m with血.eproblemsof白 幽d
world，despite血.estill-prevailingstudentignoranceof血isproblem.Peace
educationisnotidentica1todisannamenteducation.τberesultsalsosuggest
也en関 dtopaymoreat低ntionto低achingissuesrelevantto"structura1viol-
ence"and"positivepeace，'・ suchasAp紅白.eidandtheproblemsof白ede-
velopingcoun釘ies.
MethodsofPea田 Education
τbepracti回 ofpea回 education泊 elemen凶 y姐 d関 側1也ryschools姐 din
adulteducationhasrep伺 旬dly∞nfrrmed血atnotonlyleaming企'om血e
旬acherbuta1sos伽dents・activeparticipation，suchas11伺 m泊Igcollectively，
泊V儲 tiga血Igbythemselves， 阻dexpressing也emselves泊 educationa1acti-
vities，arecruciallyimpo司 姐t.In血.epresentstudy，fourt関 :nitemson
methodsofpea田 educationwereselec飴dωeva1uate血eextentofstudents'
activeparticipationandstudent-te卸 :herinteraction泊 theclasses.Audio-
visua1mediaarewidelyused;VTRtapes，slides，andmoviesareutilizedin
more白 血 halfoftheclasses.Japanisoneofthecoun'住ieswhichhas
produceda1argeamountofaudio-visua1educationa1materialsuseful姐 d
availableforpea田 education.官leaudio-visua1me血odisimport佃 tω ∞In-
vey血ewarexperien田 toyoungpeople.Writingandreadingarea1so
∞mmonactivitiesinuniversityeduω.tion.
More血 組 halfofthe飽acherssolicitstudents'opinions佃 dtest由 自
knowledge.Semin釘 stylecourseshavehigherra陶 ofutilizing組 active
approachinteaching白 血 single-t伺 cherlectureco町 sesandinterdisci-
plinarylec旬 recourses.τbeseres'叫tssu鰐 :est血.eimportan田 oflimiting白e
enro11mentofstudentsinasingleclassonpeaωeducation， 邸 wellasfor
o血ereducationa1purposes.τberewere11lec伽reswhichappliednoneof
血e14items，demonstrating白 紙 血.etraditiona1one-waylecturestyles副1

10. 11
existsinJapanesepea回 edu伺 tion.
Eva1uationofPeaceEducation
官leteacherswereaskedtoratetheir泊lp民 ssio田 ofhowtheotherseva1uate
theirco町 ses.官lequestionsarethesameasthoseusedinOkamoto's(1987)
survey.官lepeac怠 educationteachersgenera11yhavepositiveimpressionsof
how血.eirco町 ses釘 eperl田 ivedbytheirstudentsandcolleagues.
ThirdSurveyin1991・92
Method
百lefirstsurveywasconductedforpeacestudiescoursestaught泊 1985-86，
佃 dthesecondsurveyforp伺 cestudiescoursesin1987・88.Asshown泊
Table1，therewasaremarkableincreaseinthenumberofcourses.The
purposeofthethirdsurveywastofollowthedevelopmentofpeacestudies，
focusingon~回m・飽ught COUI百es.Mostofthemareinterdisciplinaryco町 ses.
官lequestionnairewassentto36UIliversities泊 November1991.InJUIle，
1991血e M包1s釘yofEducationrevised血eUniversityEstablishmentStan-
白rds，outliningtheofficialrequirementsfortheinal!gurationofacollege，
叩 dderegulatedthoserules由atcontrolled白euniversitycurriculum.Asa
res叫t，血.edistinctionbetweengenera1educationandspecializedcourseswas
abolished.Wethoughtthat血ederegulationmightfacilitatethedeconstruc-
tionofgenera1education.Asmostofthete創 n-taughtpeacestudiescourses
inthesecondsurveybelongedtotheareaofgenera1education，wefeared
白 紙 出eMinistryOrdinanceforderegulationmightmakeitdifficultto
continuethepeacestudiescourses.
百lequestionnair壱 itemssoughttogauge血.econ出 uityanddevelopment
ofthecoursessince1987-88;血e初回同tiona1struc組問 ofgenera1education
ineachuniversity;decisions，plans，predictions，orfearsconcemingthe
structuralchangeofgeneraleducationcausedbythederegulation;the
change，predictionorappreciationofthepeacestudiesco町 se(s)categorized
asagenera1educationsubject;andpredictions，misgivmgs，orviewson
pea偲 studiesingenera1.

11. 12
Results
31'Out'Of36universitiesrepliedt'O'Ourquesti'Oona国 .Of31universities，26
(83.9%)c'Ontinuedpeacestudiesc'Ourses，f'O町(12.9%)hadst'Oppedpr'O-
vidingc'Ourses，and'Oneuniversity(3.2%)wasg'Oingt'Oc'Ontinueaftera
re田 ss.Many'Ofthecon由 u'Ous∞lurseSwerema函館ined血r'Ough血eeff'Orts
'Ofasing1ec'O'Ordinat'Or'Oragr'Oup'Of飽achers.Table3is血es阻 四 町 ' Ofthe
titles佃 duniversitieswhichpr'Ovideteam-taughtpeacestudiesc'Ourse(s).
Asf'Orthec'Ontent'Ofthec'Ourses，therewereseveralresp'Onseswhich
stressed白紙 envir'Onmentalissuesweret'Obeincluded泊 thepeacestudies
c'Ourses.Theinitialeffects'Ofg'Overnmentalderegulati'Onwe民 m祖 国al.官le
resp'Onsessuggestn'Ot'Only血edifficulty'Ofc'Ontinuing出epeacestudies
c'Ourses泊 thed'Omain'Ofgeneraleducati'On，butals'Othed正日culty'Ofsus-
taining佃 dfurtherdevel'Opingpeacestudiesc'Oursesinb'Othgeneraledu-
cati'Onandspecializededucati'On.
S'OphiaUniversityst'Oppeditsgeneraleducati'Onc'Ourse'Onpeace姐 d
'Openedan泊位oduct'Oryc'Ourse'Onpeal回 studiesinthespecializedcurriculum
area.RitsumeikanU凶versityestablishedapea田 museum，whichfuncti'Onsas
anew田 nter'Ofpeaceeducati'On.
GeneralDiscussion
DevelopmentofPeaceEducationinJapaneseUniversities
Acc'Ordingt'O'Ourdata，therehasbeenaqualiぬtivegr'Ow也'Ofpeaceedu-
cati'On泊 Japaneseuniversities.While'Oursurveyshadcertainlimitati'Onsin
theirmeth'Od'Ofsampling，Okam'Ot'O(1987)didageneralsurvey'Ofallthe
universitiesandc'OllegesinJapanatalm'Ostthesametimeas'Ourfirstsurvey.
Okam'Ot'Of'Ound113classes泊 86instituti'Onswhereissues'Ofpea白 血dwar
weretaughtins'Omef'Orm.Thedifferenceinthenumber'Ofc'Oursesisdue
partlyt'O differentsampl泊gmeth'Odsandpartlyt'O differentdefmiti'Ons.
Okam'Ot'O'sdefmiti'On'Ofpeaceeducati'Onwaswiderth組'Ours，includingn'Ot
'Onlyw紅 andmilitaryissuesandissues'Ofs官 邸 側ralvi'Olence，butals'Oissues
'Ofaltemativelifestyles，phil'Os'Ophical-religi'Oustrea回 .ent'Ofpeace，andpeace
educati'Onasalearningpr'Ocess.Furtherm'Ore，sincehisdatawerebased'On
resp'Onsesres住ictedt'O'Only25%'Of血et'O凶 number'Ofuniversities，wecan
assumetheI'earem'Oreundisc'Overedc'Ourseswhichteachpeace-related

12. 13
issues.伽 .eof血.edifficultiesofthesurveymethodis也.eteacher'shesitation
forvariousreasonsinlabelinghisorhercourse(s)as"peaceeducation."
Moreteachershavebecomeawareoftheskewingofthestructureof
students'knowledge白紙 wasformedduringtheirprimaryandsecondary
educationunderthegovemmen飽1censorshipoftextbooks組 dcontrolof
teachersbythelocaleducationalcommittees.官lecompetitivera回 forthe
en釘 加.ceexaminationsalsoinf1uencesnotonlystudents's甘uc知 reofknowl-
edgebutalsotheirpersonalitydevelopment.TheadoptionbytheLiberal
DemocraticPartygovemmentandthebusinessestablishmentofeducational
policiesorientedtotheprioritiesofe∞nomicdevelopmenthasdistorted
youngpeoples'consciousnessofsocialjusti白 血d出 血 senseofbelongingto
awiderworldcommm姐ty， 叩dimpai陀 d血eirabilityto由討kcritically.As
fortheissuesofWorldW釘 II，Japanesepeaceeducationsometimesfocused
onlyonthemiserysufferedbytheJapanese，andhastendedtofailto鈎keup
factsoftheresistancewi血inJapantomili飽rismbefore佃 ddm台湾出ew飢
andthefactsofAsiancasualtiescausedby白.eJapanesehnperialArmy血 d
Navy.官leissueofthew釘 responsib出tyofShowaEmperorHirohitoalso
needstobediscussedmoreopenlyandwidely.
τbes町 veysrevealed血atu凶versityteachershaddevelopededucational
methodsforenhancingstudeots'motivatiooaswellasforimproving血.eir
knowledgerela出 gtopea田 .Forexample，aseminaronsociologyatHitotsu-
bashiUoiversityhadstudentsinvestigateHibakushasthroughinterviews.S旬-
dentsinasemioaronadulteducationatRisshoUniversitycontinuously
soughtexamplesoflocalpracticesofadulteducationandwro飴 reports00
anddiscussedthema加 ials血eydiscovered.
Thereareseveraluniversities白紙 offersystematicpeaceeducatioo.
HiroshimaUniversity，locatedatthesiteoftheA-bombdisasterin1945，has
aloogtraditionofpeaceeducation，provid泊.gseveralcoursesonpeacestu-
dies.Theuniversityhaspublisheditsowntextbookforuseinits祖住0・
ductory/interdisciplinarycourse.RyukyuU凶versity，located00血eOk泊a-
W姐 islandwheremanyJap;祖 国ecivilianswerekilledorcommi陶 dsuicide
toavoidcap旬 redmingtheAmericaninvasioo，publishedareport00their
pea叩 education.ManyJapanesecivilianswerealsokilleddmingthe加vasion
ofOkinawa.SomewerekillednotbytheinvadingAmericanforcesbutby
也.e"defeoding"Japaneseforces.官lishistory，coupledwiththemeaningless
suicidesofmanyotherciviliansandthelongpostwarOCcup柑 ooofOk泊a-
wa，hasleftdeepsc釘 sonOkinawans，leodingaspecialurgeocytopeace
issuesthere.

13. 14
Theteachers'cooperationisnotonlydirectedtoeducationon血ecampus
but山 otosoli也ritywi血 血ep岡 田 movementbeyondthec佃 lpUS.Shikoku
G誌 uinUniversityopeneda山首quecoursecurricu1umnamed也.eIntema-
tionalPeaceStudiesCourseintheDepartmentofSociologyin1988.An
extensioncourseofferedbyHoseiUniversityforthegeneralpublic，called
血.eHoseiPeaceUnive路 ity(Oga旬， 1987)is組 0也.eruniquepea田 education
course.Itisnotanofficialcourseoftheu凶.versitybutisrunbyvolunt民 間 .
Itsmethodofteachingeachclass，usuallyconsistingofacombinationof
lectureandaudio-visualma飽rial，suchasmovies，isalsouniqueinJap却 .
ProblemsofTeachers
PeaceeducationisstilllargelyanewfieldformostJapaneseuniversity
teachers，because血巴陀 areveryfewhighereducationinstitutions出atpro-
videdegreesorgraduateleveleducationaltraininginthefield.Peace
educationusuallyrequiresknowledgebeyondthe飽achers'partic叫釘 aca-
demicdiscipline.Notafewteachersstillhesitatetoprovideap岡 田 edu-
cationcourseforthisぉason.AlthoughJapanhasoneof也.el:釘gestorg祖国・
tionsforpeacestudies，manyteacherstakepeaceissuesasanon-academic
topicunrelatedtotheirprofessionasateacherandresearcher.
Oneof血econsequencesof出isstateofaffairsis血.erelativelysmall
numberofpeaceeducationco町 sesoffered泊 ateacher'sowndiscipline，泊
con釘asttotheflourishingofinterdisciplinarycourses.Ourresponsibility泊
peaceeducationmustbebothsocialandprofessionalintermsofour
speciality.
Wewouldliketopointoutamoregeneralproblem:someuniversity
teachershavelowmotivationinteachingstudents.官uscanbeexplained
partlybythe加 ageofstudentshavinglowmotivationinle創世ngandstu-
dying.Ano血erfactoristhedrasticchangeinhighereducationinthelast
fewdecades，fromprovidingacademic/professionaleducationalinstitutions
for血eelite，toprovidingpop叫areducationalinstitutionsintowhichne紅 ly
40%ofallhighschoolgraduatesnowenter.However，someuniversity
teachershavenotbeensuccessful泊 adap血g由emselvestothischange泊 血e
socialfunctionoftheuniversityand泊sistonmaintainingtheirtraditional
educationalmethodsandstan白.rds.

14. 15
Problems01Students
Collegestudents'peaceactivitiesarenotveryconspicuousinJapanatpre-
sent，a1thoughtherewereflourishingstudentmovementsin血e1960sand
1970s.Peaceeducationme組 snoton1ygivinginformation，buta1somobi-
lizingpublicopiniononpea回 issuesσ'ina1DocumentofSSD1andFina1
ReportofWorldConferenceonDisarmamentEducationofUnitedNation
sponsoredbyUNESCO，1980).Accordingtothesereports，universityteach-
ers，aswellaselementaryandsecondaryteachers，areencouragedtopro-
videeducationforpeaceinadditiontoeduc副 onaboutpeal田 .
τ'herearetwowaysωsolve血isproblem.Oneisthroughimprovement
ofeducationa1methods;forexample，byorganizingdiscussionsintheclass
onhowtorealizeworldpeaceandbyhavingstudentsparticipateinvarious
kindsofpeaceactivities.百lismethodrequiressma11groupstudysessions
after1argergroupgatherings.
Theotherisreformofthestruc加reofJapaneseschooleducation，espec-
ially出.een位 四ceexaminationsys飽m foruniversities.Heavycompetition
dominatesJapaneseschoolsfromprimarytohighschool.Manystudentsdo
notreco伊 izetheproblemsofminoritiesinJapanandthroughouttheworld.
百le鈎 studentshavelittlesenseofsolidaritywi血 也elessprivileged，andlack
血ecourageandinsighttoactforjusti田 andpeace.百leheavilycompetitive
structurecomesfromtheeducationa1policyoftheconservativeJapanese
government.However，we血ink白紙 thisstructurecanbeimprovedby
changingthemethodoftheUI山 ersityentranceexaminations.Thereforeitis
血e飽skofallunive路 ityteachersdesiringworldpea印 tomakeeffortsto
reform血eschools住 邸 側reandimprove血emethodoftheen釘anceexa-
mination.
Amoredetailedreportisavailablefrom:JapaneseScientistsAssociation，
1-9・16Yushinla，Bunkyo・ku，Tokyo，113，Japan.

15. 16
References
Fujita，H.&Hori，T.Areportofthesurveyofpea∞education泊 Japanese
universities.PeaceStudies，1987，12，106・113.(InJapanesewithEnglish
summary.)
Hori，T.&Ito，T.Aninterirnreportof血.esecondsurveyofpeaceeducation
泊 Japaneseuniversities.Journal01JapaneseScientists，1988，18(8)，
11-17.
Ito，T.Mentalmapof血eworldinJapaneseuniversitystudents.Proceedings
ofthe29thAnnualConference01JapaneseAssociationofSocial
PのIchology，1988，48-49.(InJapanese.)
JSA(百leResearchCommitteeforPeaceandDisarmamentEducation.)
Peaceeducationinuniversities:・Thepresentstateandorientationinthe
survey.Tokyo:JSA，1986.72pages.(InJap佃 ese.)
Ogata，K.百lefruitsofHoseiPeaceUniversity.PeaceStudies，1987，12，
131・141.(InJapanesewi血 Englishsununary.)
Okamoto，M.Peacestudiesincollegesanduniversities泊 Japan:Ageneral
survey.PeaceStudies，1987，12，113・130.(InJapanesewithEnglish
S凹 unary.)
Taga，H.Methodsofteachingpeacestudiesinauniversity:Simulation，
questionnairesurvey，andeducationaltour.PeaceStudies，1987，12.(In
Japanesewi血 Englishsunun釘 y.)
Y位 nada，H.Pea，田 education血 universi“esinJapan.PeaceStudies，1987，12，
90・99.(InJapanesewithEnglishsununary.)

16. 17
Table1Numberofcoursesbyfivecategories
2ndSurvey
A:民溺onalLectures
B:PersonalSem泊 踊
C:JnteIdisciplin町Lec細胞S
D:AidsωS伽dents'Volun飽erStudy
E:ExtensionLectures
73
20
35
2
3(4)
1stSurvey
4
2
7
0
4
司‘
d
'
E
且
--A
Styleof包aching
13367Total
Table2Numberofcou路 esaccordingto血.eonsetyear
befOI軍&7475 7677787980818283848586 87 To凶
A:PersonalLectures
B:PersonalSem泊 間
C:Jn臨disciplinaryLectures
n
u
z
J
nツ
k
u
'
A弓，
a
ζ
u
n
u
，
3
凸
ツ
唱
且
aaT
au今，
a'且
q
d
n
U
4
0
内，
a'且
勾
3
今
&
n
v
a
-
司
3
・i
'且
au--‘
n
u
今
&
勾3
咽
且
今
&
n
u
n
u
-
且
内
，e
・
且
。3
・i
'且
今
'a
弓，
a
'且
唱・・・
α鴎 tye紅
6 11 9 14 11 1046576324515To凶
Table3SummaryofSurvey3
Tideoftheclass
'
i弓
&
a
a﹃
JnteIdisciplinacystudyofpeace
Loo拍Igatthe21stcentury
防 出.csandeconomyin恥 2仙
ωntmy
τbe由旬dworldandJap飢
Peaceand也echange
of泊鎗mationalenv註onment
h官叫uctiontop儲 cestudies
Though包 on戸 ace
百le伊esenthisω'ryoftheworld
Uni叩 sity
HokkaidoUniv.
回rosakiG依 凶nCollege
IbaragiU凶.v.
Re餅
ChuoUniv.
SenshuUniv.
SophiaUniv.
JnternationalChristianU凶v.
KeisenWomen'sCollege
6b
s
n
u
'
A
4
3
'
E
A
-
-
a
.，
E
A

17. Peace
Tasksforthe21stcenωry:Human
Ienvironment
'Onment，舵ienc
gy，andb凹 lans∞iety
Warandp!担問凶ay
Fωω
peace
恥 ace
Dis紅mamentandpeace
Lifeanden吋ronment:Scien∞sof
EぉtandWest
Hum創出ndandnuclearissues
Peaceeducation
interch釦 ge組 d戸ace
ivestudyofwar釦 dpeace
Nuclearissues
Peacestudies
ofNagasak:i
sclences
α1
18
KantoGakuinUniv.
Y釘 nan鎚 hiUniv.
14
15 1)
2)
NagoyaUniv.
ChukyoUniv.
AichiKyoikuU凶v.
ShigaUniv.
RitsumeiUniv.
OsakaUniv.
au
マ
，
。
。
，
A
今
ゐ
qJ
'
A咽
A
咽
A
勾，
a
q，a
内，e
Z
E
KonanUniv.
KobeUniv.
OkayamaUniv.
HiroshimaU凶v.
KyushuUniv.
Nagasak:iUniv.
Nagasak:iSoukaUniv.
RyukyuUniv.
OkinawaUniv.
SagaUniv.
4
5
6
7
2
3
4
5
6
7
勾
&
内L
内，
a
勾
A
今
3
内
3
勾
3
勾
3
内
3
今
3