Research about the Characteristics and Tasks of Human Rights Education in Japan

日本人权教育的特点与任务研究

基本信息

批准号：
14510284
负责人：
IKUTA Shuji
金额：
$ 1.79万
依托单位：
Nara University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

The aim of this research is to investigate the characteristics and tasks of human rights education (hereafter HRE) in Japan, based on the relations between HRE and other neighboring fields, and on the theories and practices of HRE in some foreign countries. This research uses four following aspects to investigate : (1)international trends of the HRE, (2)development of problematics about the universality of human rights, e.g. freedom of expression and opinion, privacy, dignity of person, (3)tendency of collective rights and cultural autonomy of national minorities etc., (4)vicissitude of down education (integration education) and HRE in Japan.Two former aspects have the tendency to the universalism and individualism, two latters have something to do with the specific target or the specific minority problems.As conclusion, Japanese characteristics of HRE can be expressed as follows :1.equality- oriented in the narrow frame of the way of nation state thinking,2.feeling- and behavior-orien … More ted in order to emphasize the discrimination and stimulate the anger against it and the actions for anti-discrimination,3.identity- and collectivism-centered,4.oriented to adjustment of the conflicts among peoples and social solidarity by education and enlightenment.Secondly, I bring up the "scheme of HRE" by indicating two axes for the investigation of HRE : "worth and individual oriented-tasks and groups oriented" and "relationship centered-system centered". In case of Japan, HRE has a strong tendency to "relationship centered" and has often something to do with the problems of the specific "tasks and groups". In this sense, the HRE tends to become a "sociological" thinking-style and lacks in the way of "jurisprudence oriented" thinking.In thinking of what the HRE should afterwards be, it is necessary to consider the relation between the dignity of person and the laws and systems as well as the empowerment-centered programs. For that purpose, the HRE in Japan must learn much more from law-related education and multicultural education. In reality now, the HRE introduces various methods and styles from them. Less

本研究的目的是在借鉴国外人权教育（HRE）理论和实践的基础上，探讨日本人权教育（HRE）的特点和任务。以下四个方面：（1）神圣罗马帝国的国际趋势，（2）人权普遍性问题的发展，例如言论和意见自由、隐私、人格尊严，（3）集体权利和文化自治的倾向少数民族的等等，（4）日本的下层教育（融合教育）和神罗教育的变迁。前两个方面有普遍主义和个人主义的倾向，后两个方面则与具体目标或具体少数问题有关。综上，日本神罗的特点可以表述为：1.民族国家思维方式狭隘框架下的平等导向；2.情感与行为导向，以强调歧视并激发对歧视的愤怒。和行动反歧视，3.以身份和集体主义为中心，4.以通过教育和启蒙来调节人与人之间的冲突和社会团结为导向。其次，我提出了“神罗方案”，指出了两个考察轴HRE的特点：“以价值和个人为中心——以任务和群体为中心”和“以关系为中心——以系统为中心” 在日本，HRE有很强的“以关系为中心”的倾向，并且经常有一些东西。从这个意义上说，神圣罗马帝国主义倾向于成为一种“社会学”思维方式，缺乏“法理学导向”的思维方式。因此，有必要考虑人的尊严与法律和制度以及以赋权为中心的计划之间的关系，为此，日本的神圣罗马帝国必须从与法律相关的教育和多元文化教育的现实中学习更多。现在，神圣罗马帝国从他们那里引入了各种方法和风格。