일본 역사교과서의 독도기술과 영토교육

Abstract

We examined Japan’s territorial education, in particular, the descriptions of Dokdo (Takeshima in Japanese) from the social studies or history textbooks that are currently being used in the educational arena of Japan. First of all, we confirmed the relevance of Japanese authorization system on textbooks, more strengthened than ever under the Abe government, and Dokdo-related descriptions, that of the educational curriculum guidelines and its explanatory notes, and that of the contents of the notes and the textbook screening standards, plus the mechanisms of Japan’s territorial education that are worked on to facilitate the education with the organic and structural relationship between the Education Ministry and the Foreign Ministry of the Cabinet of the Abe government. In a conclusion, we confirmed de facto (1) Dokdo-related descriptions, or its territorial education, have been made through the textbook authorization system at the highest levels, as follows: “Dokdo is Japanese territory and Korea is illegally occupying it,” (2) that Dokdo-related descriptions in the textbooks of elementary, middle and high schools in Japan are much alike, (3) that, above all, the contents specified in the explanatory notes of the educational curriculum guidelines serving as a teaching manual are reflected in the textbooks as they are, (4) that accordingly the explanations of the educational curriculum guidelines serve as the most important criterion for textbook authorization, (5) and that, in the end, a modus operandi is existent that the diplomatic claims of the Japanese Foreign Ministry are being made as they are in the explanatory notes of the educational curriculum guidelines and in the textbooks through the textbook authorization system. On the premise of the above mentioned, the Dokdo education in the future is increasingly expected to be fortified, as long as the Abe government keeps up its life.