Development Education and Japan. Development Education Paper No. 12.

Autor/in	Muro, Osamu
Institution	United Nations Children's Fund, New York, NY.
Titel	Development Education and Japan. Development Education Paper No. 12.
Quelle	(1980), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Cultural Awareness; Cultural Isolation; Developed Nations; Developing Nations; Economic Development; Educational Development; Educational Philosophy; Foreign Countries; Global Approach; Individual Characteristics; International Education; Political Attitudes; Religious Factors; Rural Development; Social Characteristics; World Affairs; Japan + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Bildungsentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Globales Denken; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Internationale Erziehung; Political attitude; Politische Einstellung; Rural environment; Development; Ländliches Milieu; Entwicklung; Gesellschaftsbild; Weltpolitik
Abstract	Unique economic, social, and cultural conditions explain why Japan, as one of the leading industrialized nations, has no organization which specializes in or is concerned with development education. Contributing factors are: (1) economic success is so recent (late 1960's) that people are involved internally enjoying hard won affluence; (2) geographical isolation and homogeneous culture have prevented an international outlook; (3) with no immigrant workers, Japan, itself, has no development education problems; (4) monolingualism has insulated the country from international change; (5) no Japanese language translation exists for the term, development education; (6) the diminished social role of religion has reduced voluntary charitable organizations concerned with the poor; (7) the"vertical" nature of social relations does not cultivate respect and compassion towards others; (8) no specialized government department administers development cooperation; (9) the educational system does not foster compassionate concern for others. Phenomena that may favorably affect development education in Japan include: availability, since 1974, of booklets (list appended) describing Japan's development cooperation; overseas 16-30 day teacher education trips that will influence potential development education leaders; mass media efforts exposing problems of developing nations; and organizations (list appended) now engaged in international education that could encompass development education activites. (NEC)
Anmerkungen	UNICEF, 866 UN Plaza, New York, NY 10706.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC