The Foundation of Moral Education in Japan
Balancing Tradition and Modern Challenges: The Role of Moral Education in Shaping Japan's Future Citizens
Moral education, or doutoku kyōiku (道徳教育), is a cornerstone of Japan’s education system, designed to cultivate ethical individuals who contribute positively to society. While its formal inclusion as a dedicated subject occurred in 2018, the practice has deep roots in Japanese culture, reflecting values such as collective responsibility and social harmony.
In our recent conversation with global education expert Charlie Jenkinson, we explored the historical evolution, structured curriculum, and cultural nuances of moral education in Japan. This article integrates his insights with broader research, highlighting both the strengths and challenges of Japan’s moral education framework.
A Historical Perspective
Moral education in Japan dates back to 1872 with the issuance of the Fundamental Code of Education (Gakusei), which prioritised moral development alongside academic learning (MEXT, n.d.-a). Influenced by Confucianism and Bushido (the samurai code), early iterations emphasised filial piety, loyalty, and self-discipline (Reynolds, 2012).
However, during the 1930s–1945 pre-war and wartime period, moral education became entwined with nationalist ideology, promoting emperor worship and militaristic unity (Tsuzuki, 2009). Post-war reforms dismantled this framework, leading to a temporary de-emphasis on moral education.
By the late 20th century, societal concerns about declining social values and juvenile delinquency led to renewed interest in moral education. As Charlie Jenkinson noted:
“Japan's government saw moral education as a response to societal concerns, a way to restore a sense of community and tradition in a rapidly modernising world.”
This culminated in 2018, when Japan reintroduced moral education as a compulsory, standalone subject in elementary and junior high schools (MEXT, n.d.-b). The shift marked a move from integrating moral principles across subjects to dedicating a weekly one-hour class to moral education.
Structure and Curriculum
Japan’s moral education curriculum is notable for its structured, sequential approach to ethical development, progressing through four key domains:
Self (Jiko – 自己)
Focus: Self-awareness, emotional regulation, and responsibility.
Students learn to reflect on their own feelings, control impulses, and take responsibility for their actions.
Others (Hoka – 他者)
Focus: Empathy, communication, and conflict resolution.
This domain emphasizes building respectful relationships and considering diverse perspectives.
Society (Shakai – 社会)
Focus: Civic responsibility and community contribution.
Students explore their role in society, understand laws, and recognise the importance of contributing to the common good.
Environment/Surroundings (Kankyō – 環境)
Focus: Respect for nature and sustainability.
Reflecting Japan’s cultural connection to nature, this domain promotes environmental stewardship and harmony with the natural world.
As Jenkinson observed:
“The Japanese framework is commendable in its logical progression. Starting with self-awareness and scaling up to societal and environmental responsibilities gives students a clear pathway to develop their ethical thinking.”
This model encourages students to expand their ethical lens from personal reflection to broader social and environmental considerations (MEXT, 2018).
Cultural Emphasis and Values
The curriculum draws heavily on traditional Japanese values, creating a moral framework that aligns with societal norms:
Collective Harmony (Wa – 和):
Emphasising group cohesion and minimising conflict, moral education teaches students to prioritise the group’s needs over individual desires.Respect for Elders (Keiro – 敬老):
Reverence for seniority and authority is deeply ingrained in Japanese society. Students learn to value the guidance and wisdom of their elders.Responsibility and Diligence (Sekinin – 責任, Kinben – 勤勉):
Moral education fosters accountability and encourages students to approach tasks with diligence and perseverance.
Jenkinson highlighted how these values align with Japan’s cultural ethos:
“In Japan, moral education isn’t just about teaching ethical concepts; it’s about reinforcing cultural norms that have sustained the country for centuries. This connection to tradition is both its greatest strength and its most significant limitation.”
Challenges and Limitations
Despite its noble intentions, moral education in Japan faces significant challenges:
Complexity of Content
As Jenkinson pointed out:
“The content is often too complex for younger students. Many of the ethical dilemmas presented in textbooks require advanced critical thinking skills that children haven’t yet developed.”
Traditional narratives and abstract concepts can alienate younger learners, diluting engagement and understanding.
Lack of Assessment
Without formal assessments, moral education struggles to hold the same importance as academic subjects in Japan’s test-driven system (Cave, 2016).
Jenkinson noted:
“In a culture so focused on measurable outcomes, subjects like moral education are often sidelined because they don’t directly contribute to standardized test results.”
Implementation Gaps
Teachers often lack the training needed to facilitate open discussions or manage group work effectively (Inagaki & Sato, 2021).
Cultural norms that discourage dissent make it difficult for students to engage in critical, discursive group work.
Jenkinson shared:
“Group work in Japan tends to be highly structured, with little room for open debate. Students rarely feel comfortable expressing dissenting opinions, which limits the exploration of ethical dilemmas.”
Conclusion
Moral education in Japan represents a fascinating interplay of historical traditions, cultural values, and contemporary challenges. Its structured curriculum provides a strong foundation for ethical development, but its effectiveness is hindered by:
The complexity of materials for younger learners.
The lack of meaningful assessment.
Gaps in teacher training and facilitation skills.
Jenkinson emphasised the need for reform:
“If Japan wants to fully realise the potential of moral education, it must invest in teacher training, simplify content for younger students, and create meaningful ways to measure its impact.”
As Japan grapples with how to cultivate ethical citizens in a rapidly changing world, its journey offers valuable lessons for educators worldwide. Balancing tradition with innovation, and cultural identity with global citizenship, remains a universal challenge in education.
References:
Cave, P. (2016). Primary moral education in Japan and England: A comparative study. Routledge.
Inagaki, T., & Sato, N. (2021). Moral education policy and practice in contemporary Japan. Journal of Moral Education, 50(2), 198-212.
Jenkinson, C. (2024, August 29). Global perspectives on education: Japan [Podcast episode]. International Classroom.
MEXT. (2018). Course of Study for Elementary Schools.
MEXT. (n.d.-a). History of the education system. Retrieved from [MEXT website link]
MEXT. (n.d.-b). Moral Education. Retrieved from [MEXT website link]
Reynolds, D. K. (2012). Constructive living: The fourth chogyam trungpa on society and sanity. Shambhala Publications.
Tsuzuki, C. (2009). Education in Japan: Family, school and society. Routledge.