HUMANITARIAN KNOWLEDGE AND EDUCATION IN JAPAN IN XVII–XXI CENT.
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Abstract
The article gives a brief overview of the main trends and characteristics of the attitude to humanitarian knowledge and its role in society and education in Japan, from the 17th century to the present. It is noted that in pre-war Japan existed only humanitarian knowledge with the almost complete absence of natural experimental sciences and mathematics. In the process of modernization of Japan, which began in 1868, the traditional indivisible humanitarian knowledge (bun) was taxonomically structured according to Western patterns and divided into “literature”, “philosophy”, “history”, etc. The role of the Japanese educator Fukuzawa Yukichi and his struggle for the right of the individual to free access to all kinds of information without restrictions for the sake of developing a self-sufficient, independent person is noted. Approximately since 1890 increasing Japan’s imperial ambitions intensified and this led to misuse of humanitarian knowledge for support and spread of the state ideology. Censorship and strict control over the content of textbooks was introduced, especially in the most sensitive sphere for the state ideology – the history of Japan. Although the universities retained a relative freedom of academic research, there were also taboo topics related to the “divine” origin of the imperial family and the important ideologeme about its uninterrupted “continuity”. After the defeat of Japan in the war in 1945, all censorship restrictions were lifted and humanitarian knowledge was given a boost to free development. At the end of the article, an overview of the discussion that has unfolded in modern Japan about the “usefulness” of humanitarian knowledge for building an individual career, business and society as a whole is given. The tendency to the instrumentalization of humanitarian knowledge and the problem of the creation of hybrid scientific-humanitarian disciplines and faculties in Japanese universities is also discussed.
How to Cite
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education, humanitarian knowledge, Ideology, Japan, propaganda, textbook
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