Comparative Study of Human Rights Education in Japan

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College of Criminology
HUMAN RIGHTS EDUCATION

(Comparative Study of Human Rights Education in Japan)
Submitted by:
Aniag, John Peter

Baggayan, Johnrick
Baleros, Lordan
Banias, Marjelyn Rose
Barsalote, Sherwin
Brazan, John Vincent
Borres, Alfrancis
Bautista, Rose Hannah
Candelaria, Gene Anthony
Deleon, John Mathew
Dela Cruz, Carl James
Instructions:
Alabang-Zapote Road, Pamplona 3, Las Piñas City, Metro Manila 1740, PHILIPPINES
www.perpetualdalta.edu.ph
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The class will be divided into groups. The group will select a particular country they wish to
study in so far as how Human Rights Education is being implemented in that country. At the
minimum the report will be in the following format to be more comprehensive:
I. Introduction
The Plan of Action for the United Nations Decade for Human Rights Education (UN
Action Plan) (United Nations, 1994) states that human rights education should be
implemented through ‘the imparting of knowledge and skills and the molding of
attitudes’ within ‘a comprehensive approach’. It states that the Decade for Human
Rights Education (UN Decade: 1995-2004) ‘shall be based upon the provision of the
international human rights instruments. The establishment of the concept and
instruments of human rights as inalienable rights of every human being is the fruit of
centuries of efforts and struggles, for the effective means to protect human dignity,
mainly in societies where the concept was born and refined. It is therefore
understandable that human rights education, as advocated by the UN Decade, is based
on the experiences of those societies.
As they do not share the same context, societies have different approaches to
human rights education, with varying historical and sociological development,
cultures, and traditions that pose disparate issues and challenges. Examining human
rights education in Japan provides one such example. It reveals how human rights
education is shaped in a society where the idea of human rights is a relatively new
concept, introduced from the West in the late 19th century.
Cohrs, Maes, Moschner, and Kielmann (2007) argue that human rights
researchers identify ‘different aspects or dimensions of human rights orientations.
They provide a list of foci, including attitudinal dimensions, knowledge and
importance, feelings of responsibility, commitment, willingness to engage in human
rights behavior, and self-reported behavior. All of these dimensions need to be
addressed in a balanced manner in human rights education since they are interrelated.
Cohrs et al. (2007) demonstrate that being able to spontaneously recite human rights
stipulated by the UN Universal Declaration of Human Rights correlates with high
participation in human rights promotion, such as taking part in a demonstration within
the previous five years, confirming correlation between human rights knowledge and
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human rights behavior.
The discussion in this paper suggests that there is an imbalance in the

dimensions stressed in Japanese human rights education; stronger emphasis is placed
on certain dimensions. The aim of this study is to examine these features of Japanese
human rights education and the conceptualizations of human rights amongst the
Japanese people, with consideration of the historical and sociological development of
the concept. To this end, this paper first provides an account of the development of the
concept of human rights, and how this concept, having originated in the West, was
introduced into Japanese society. The validity of introducing human rights into
Japanese society is also discussed briefly. The paper then examines the Japanese
government’s guidelines on human rights education, produced in response to the
establishment of the UN Decade. These guidelines emphasize specific dimensions of
human rights. This is followed by an investigation into the way human rights are
taught in Japanese schools, pointing out that Japanese human rights education places
more emphasis on some dimensions over others. This leads to a pedagogical
suggestion as to how Japanese human rights education should change if it is to
contribute to the empowerment of tomorrow’s citizens, so that they can use human
rights as an instrument to protect themselves when rights are violated.
II. Constitution
The preamble of the 1946 Constitution of Japan states: "We, the Japanese people, desire
peace for all time and are deeply conscious of the high ideals controlling human
relationships," and "We, the Japanese people, pledge our national honor to accomplish
these high ideals and purposes with all our resources." Respect for human rights is thus
a major principle of Japanese society.
In 1997, the government announced its National Plan of Action for the United
Nations Decade for Human Rights Education. It requires all primary and secondary
schools to incorporate comprehensive human rights education programs into their
curriculums. But the plan is silent on when and how they should do so, what support the
government will provide, or what resources are available.
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The National Plan of Action lists the topics that should be tackled in human rights
education, including problems of the Burakumin, women, children, the elderly, the
disabled, Ainu (indigenous people), foreigners, people with HIV, and former prisoners.
Human rights education is minority oriented, emphasizing empathy toward
discriminated-against minority groups more than universal concepts of human rights. It
is also notable that a number of local governments have also adopted their own action
plans, most of which simply follow the National Plan of Action.
Established in 1997, the National Council for Human Rights Policy announced in
1999 its first policy recommendation, which was expected to address the minority
orientation of the National Plan of Action. However, it did not, and it is criticized by
many people for pointing out the importance of human rights education without
providing for supporting legislation or structures. It is also criticized for defining human
rights education as "a mean[s] to promote mutual understanding among the Japanese
nationals," neglecting to mention the relationship between the government and the
citizens, and regarding human rights education only as a means of making people
sensitive to other people's feelings
III. Applicable Laws
In 1947, the Fundamental Law of Education was enacted because "the realization of this
ideal [in the Constitution] depend[s] fundamentally on the power of education." It states
that people should acquire "the political knowledge necessary for intelligent citizenship"
through all kinds of education. It also adopts the principles of equal educational
opportunity and co-education.
In accordance with this law, the Ministry of Education (MOE) issued in 1947 the
Course of Study for primary and secondary education. The Course of Study was initially
a sample curriculum for schools. It became the national standard school curriculum in
1958 and was revised once during its first 10 years. The latest revision, announced in
school year 1998- 1999, will be implemented in 2002.
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Human rights issues are integrated into social studies at several year levels. But
systematic human rights education programs are not designated either as a subject or
course or extracurricular subject. Issues such as independence, equality, human dignity,
tolerance, and world peace are covered in moral education, but not human rights and
freedom.
However, MOE funds and supervises local boards of education in promoting human
rights education as "Dowa education" since the Law on Special Measures for Dowa
Projects of 1969 was enacted. The major concern of Dowa education according to this
law is to eliminate discrimination against Burakumin children.
The implementation of human rights education programs is left to local governments,

schools, or teachers. But their limited power and resources have resulted in few human
rights education programs. Most of the few high-quality human rights education
programs are implemented only in schools where Burakumin children are enrolled.
IV. Department Rules and Regulation
The Japanese government’s policies and guidelines for human rights education;
Emerging in mainstream government policy in the mid-1990s in response to the UN
Decade, human rights education is relatively new to Japanese schools. In 1995, the
government created the Head Office for the Promotion of the UN Decade for Human
Rights Education within the Cabinet. The following year it enacted Jinken Yougo
Suishin Hou [the Law for the Promotion of Human Rights Protection]2, charging the
national government with the responsibility to promote human rights education.
In 1997, the Head Office created the Domestic Action Plan for the UN Decade
for Human Rights Education (Jinken kyouiku notameno kokuren 10nen suishin honbu,
1997). The Plan argues that human rights education should be based on the Japanese
Constitution, International Human Rights Statutes, and the Convention on the Rights
of the Child (1989). It designates nine human rights issues to be addressed in Japanese
human rights education relating to women, children, the aged, people with disabilities,
social integration, people of the Ainu (an ethnic group indigenous to the northern part
of Japan), foreigners, people infected with HIV (and the (ex-)patients of Hansen’s
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disease) and ex-prisoners. Every document prepared by the government concerning

human rights education treats these as the core issues of human rights education and
advocacy.
Among the listed issues, social integration requires further explanation. In the
Edo era (1603 to 1867), Japan was ruled by an official caste system, forcing the lower
classes to live in segregated settlements. Although the system was abolished in 1871,
the people who belonged to the lower castes/classes and their descendents continued to
suffer from social discrimination, especially in employment and marriage. The
Japanese government addressed the issue by passing the Special Measures Law for
Assimilation Projects in 1969, and made funding available for various projects
focused on eliminating social segregation and discrimination. The provision of
integration education for the elimination of discrimination against the descendents of
the outcaste class was part of the projects, and was included in Japanese elementary
and secondary school moral education. With a consensus that these projects had
resulted in certain improvements, assimilation projects were terminated in 2002. Prior
to termination, the Cabinet determined in 1996 that integration education was to be
reconstructed and promoted as part of human rights education and advocacy (Jinken
yougo suishin shingikai, 1999). Consequently, human rights education in Japan took
over integration education.
Another significant milestone in the Japanese government’s policy to

disseminate human rights education was a report prepared by Jinken yougo suishin
shingikai (the Council for Human Rights Protection and Promotion)3
on human rights education and advocacy (the Council Report) in 1999. The report
argues that human rights are to be respected not only in relation to public authorities, but
also in relations amongst citizens. It concludes that in Japanese society henceforward,
each citizen must possess an accurate understanding not only of his/her own rights, but
the rights of others, and be aware of the responsibilities that accompany the exercise of
rights, respect other’s rights, and live well together.
In 2004, 2006, and 2008, a committee organized by the Ministry of Education

produced reports (the Committee Reports) on the method of instruction for human
rights education called the ‘Ideal Guidance Methods for Human Rights Education.
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They emphasize teaching compassion in human rights education, and refer to the
development of learners’ abilities to respect group rules, fulfil obligations and
duties, and take actions to resolve issues when faced with human rights problems.
Through human rights education, learners should develop the ability to (1) imagine
and compassionately understand others, their needs, opinions, and feelings; (2)
communicate to understand each other; and (3) develop good human relationships.
Emphasis is thus on harmonious human relationships. These guidelines and the points
to which the Council and Committee Reports refer are especially significant in
studying Japanese human rights education; they are strongly reflected in the contents
of human rights education in Japanese elementary and secondary schools, and
therefore identify the features of Japanese human rights education.
V. Educational Level Coverage
Primary • The school system provides for six

years of free and compulsory primary
education (ages 6-11)
• MOE formulates primary and
secondary school curriculums and screens
textbooks
• three years of free and compulsory
Secondary junior high school education (ages 12-14)
• three years of optional senior high
school education (ages 15-17). (Senior high
school)
• MOE formulates primary and
secondary school curriculums and screens
textbooks.
• Senior high schools choose textbooks
themselves.
• None
Tertiary
Graduate/Post-Graduate • Osaka University is the only university
in Japan offering a graduate course in human
rights education. Several universities in Osaka
and Kyoto have research institutes for human
rights or human rights education. They do
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surveys and researches, and usually publish the

results in their journals. The School of
International Human Rights (an independent
graduate school) will soon be established in
Osaka.
VI. Course/Subject Curriculum and Course Content
The following instruments are used in several social studies textbooks and human rights
readers and materials at the primary and secondary school levels:
International Convention on the Elimination of All Forms of Racial Discrimination;
Convention on the Elimination of All Forms of Discrimination against Women;
(National) Law on Equal Employment Opportunity for Men and Women;
Declaration of the Seitousha (the women's liberation organization established in 1911);
Declaration of the Suiheisha (the Burakumin liberation organization established in 1922);
Universal Suffrage Law of 1925 (which gave the poor the right to vote);
The Election Law of 1945 (which gave women the right to vote);
The Report of the National Council for Dowa Special Measures of 1965 (commonly known
as the Do-Taishin-Toshin).
Tertiary
There's no Tertiary level of education in Japan because The basic school system in
Japan is composed of elementary school (lasting six years), middle school (three years),
high school (three years), and university (four years). Education is compulsory only for
the nine years of elementary and middle school, but 98.8% of students go on to high
school.
Graduate/post graduate
Osaka University is the only university in Japan offering a graduate course in human
rights education. Several universities in Osaka and Kyoto have research institutes for
human rights or human rights education. They do surveys and researches, and usually
publish the results in their journals.
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VII. Content Delivery and Conceptual Framework of the Program Per Level
I. First Level (Grade 1-3)

-The objective of education is to empower children by helping them develop their skills,
learning, and other abilities senses of dignity, self esteem, and confidence.
Grade 1: To accomplish this educational goals. It is necessary to not only encourage

children to develop skills, but also to empower children so that the will able to receive
all rights.
Grade 2: Understanding and Learning their own rights so that they will able to protect
themselves when they grow up because they know the value of oneself.
Grade 3: Specifies human rights education should involve the provision of relation
information for children as a basis of Human Rights education programs. To also have
an awareness to their rights and to avoid unfair situations that will question their human
rights.
II Second Level (Grade 4-6)

-The viewpoint of Values of human rights based their daily lives and experience. Which
it will reflects important roles that should be fulfilled by education to promote all human
rights and help people understand it indivisibility, states that children's access to
education should be ensured so that they will develop the abilities to become fully
responsible for a free society and participate in it.
GRADE 4: Education must be provided with the aim of fully developing the individual
character, as we endeavor to cultivate a people that is sound in mind and body and
imbued with the qualities that are necessary in the people who make up a peaceful and
democratic nation and society
GRADE 5: To realize the a for mentioned aims, education is to be provided in such a

way as to achieve the following objectives, while respecting academic freedom
GRADE 6: Developing individuals' abilities, cultivating creativity, and fostering a spirit

of autonomy and independence by respecting the value of the individual, as well as
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emphasizing the relationship between one's career and one's everyday life and fostering
the value of respect for hard work.
III Third Level (Grade 7-9)

- Importance is placed on independent substantive rights to education, A specific quality
is related to children centered education and efforts to eradicate racism, racial
discrimination xenophobia, and related intolerance. Design and implementation of
education with a emphasis on the general comprehensive promotion and enhancement of
a series of a specific ethical values stipulated in the convention, Including respect for
peace, tolerance, and natural environments.
Grade 7: Fostering the values of respect for justice, responsibility, equality between men
and women, and mutual respect and cooperation, as well as the value of actively
participating in building our society and contributing to its development, in the public
spirit;
GRADE 8: Fostering the value of respect for tradition and culture and love of the
country and regions that have nurtured us, as well as the value of respect for other
countries and the desire to contribute to world peace and the development of the
international community.
GRADE 9: A society must be brought into being in which the people can continue to
learn throughout their lives, on all occasions and in all places, and in which they can
suitably apply the outcomes of their lifelong learning to refine themselves and lead
fulfilling lives.
IV. Fourth Level (Grade 10-12)

-Good development of thinking within a group and readiness, Abiding the laws to the
community and natural environment.
Knowing already their duties, and responsibility, and to learn how to respect the people
around them and applying human rights in every each human.
GRADE 10: Must be given equal opportunities to receive an education suited to their
abilities, and must not be subjected to discrimination in education on account of race,
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GRADE 11: Religious tolerance, general knowledge about religion, and the position of
religion in social life must be valued in education.
Grade 12: Must be responsible and accountable in every things. To avoid

discrimination, racism, un equality. To raise their voices when they don't receive their
rights.
VIII. Comparative Analysis viz-a-vis Philippines Human Rights Education

JAPAN PHILIPPINES
Human Rights Institution Japan has not established a Commission on human rights
national human rights (CHR)
institution
Children’s Right Child Welfare Act of 1947 R.A. 7610 “Special Protection
of Children Against Abuse,
Exploitation and
Discrimination Act.”
-Japan has no law prohibiting -Basic Human Rights
racial, ethnic, or religious -Have a LGBT Rights and
discrimination, or Community
discrimination based on sexual -Gender and Race Equality
orientation or gender identity. including Indigenous
-Have a Death Penalty -Peace and Social Justice
-Gender Equality -Freedom of Speech
-Created Foreign Policy that -Freedom in Religion
contributes to the
improvement of the world’s
human rights environment
-Have a peaceful society
IX. Conclusion
Using accounts of development of the human rights concept in the West and in Japan,
this paper has examined the characteristics of Japanese human rights education,
emerging in the mid-1990s in reaction to the UN Decade. The characteristics of
Japanese human rights education in the classroom are found to place strong emphasis
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on duty and obligation, accompanying others’ rights, but less on imparting human
rights knowledge. These characteristics create obstacles to moulding human rights
attitudes, resulting in a lack of empowerment by disallowing learners from claiming
their rights. While the UN Action Plan identifies the necessity of a comprehensive
approach to human rights education, this investigation suggests that attention is
imbalanced in Japanese human rights education.
Building on the achievement of the UN Decade, the World Programme for

Human Rights Education was launched in 2005, with its first phase (2005 to 2009)
focusing on human rights education in primary and secondary schools. The plan of
action for the first phase (University of Minnesota Human Rights Library, 2005)
emphasizes a balanced, comprehensive approach, advocated in relation to the UN
Decade. It refers to the methods and approaches that empower learners, so they can
put human rights into practice. It advocates that for the achievement of quality human
rights teaching and learning, it is necessary to ‘give equal importance to cognitive
(knowledge and skills) and social/affective (values, attitudes, behaviors) learning
outcomes. The plan is based on the definition of human rights education as education
‘aiming at building a universal culture of human rights’. It aims to share best practices
and create a common culture of human rights.
At the same time, the plan recognizes that the context surrounding human
rights education differs from country to country, and suggests ensuring ‘that human
rights education materials stem from the human rights principles as embedded in the
relevant cultural contexts as well as historical and social developments. This
acknowledges the challenges faced by Japanese society in the dissemination of the
concept of human rights, started as ‘human rights given to the people by the nation’ in
opposition to the Western concept of ‘human rights given by heaven’ (Higuchi, 1996).
A strong emphasis on obligation placed in the moral education of pre-war Japan is an
important historical development, inherited by the moral education of post-war Japan
and current human rights education.
X. Recommendation
However, this does not change that Japanese human rights education must
improve its efficacy as a tool of learner empowerment. Above all, Japanese human
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rights education needs to adopt a more comprehensive approach. Since all dimensions
are correlated, placing much stronger emphasis on some dimensions of human rights
over others results in ineffective human rights education. To contribute to learner
empowerment and create tomorrow’s citizens who can use human rights as an
instrument of self-protection when rights are violated, Japanese schools must move
towards applying a balanced human rights education approach with equal emphases
on each dimension.
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Alabang

HUMAN RIGHTS EDUCATION

Aniag, John Peter

human rights behavior.

The discussion in this paper suggests that there is an imbalance in the

III. Applicable Laws

The implementation of human rights education programs is left to local governments,

IV. Department Rules and Regulation

disease) and ex-prisoners. Every document prepared by the government concerning

Another significant milestone in the Japanese government’s policy to

In 2004, 2006, and 2008, a committee organized by the Ministry of Education

V. Educational Level Coverage

Primary • The school system provides for six

surveys and researches, and usually publish the

VI. Course/Subject Curriculum and Course Content

I. First Level (Grade 1-3)

Grade 1: To accomplish this educational goals. It is necessary to not only encourage

II Second Level (Grade 4-6)

GRADE 5: To realize the a for mentioned aims, education is to be provided in such a

GRADE 6: Developing individuals' abilities, cultivating creativity, and fostering a spirit

III Third Level (Grade 7-9)

IV. Fourth Level (Grade 10-12)

Grade 12: Must be responsible and accountable in every things. To avoid

VIII. Comparative Analysis viz-a-vis Philippines Human Rights Education

Building on the achievement of the UN Decade, the World Programme for

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