Transforming Teaching and
Learning in Japan
Shinobu Yume Yamaguchi and Akina Ueno
Introduction
This study focuses on the educational principle of ‘Zest for Living’ announced
by the Ministry of Education, Culture, Science and Technology of Japan
(MEXT ) in 1996. This principle underlines the importance of problem-solving
and decision-making skills, and promotes the chi-toku-tai (knowledge,
morals and body) philosophy, which seeks to achieve a balance between
academic knowledge, morality and physical and mental strength. The Zest for
Living education principle was reflected in the 2008 New Courses of Study,
the national guidelines for developing a curriculum at the school level. In
analysing these guidelines, this study highlights two key characteristics:
verbal-activity enhancement and non-academic special activities. The study
also discusses the changes in curricula, teaching and learning practices and
assessment that have taken place as a result of the new policy.
Background
Japan, an island country located in East Asia, has a population of over 120
million. Japan was the first Asian country to experience rapid economic
growth during the 1960s and 1970s and has achieved a high education
standard, providing equitable education opportunities to all (OECD, 2012).
The country has recently faced various multifaceted issues, however, including
demographic changes that have resulted in a sharp decline in the number
of children. In 2011, 64 per cent of the population were aged between 15
and 64, and Japan had the highest percentage in the world of people aged
65 years old and over (23 per cent) (Statistics Bureau of Japan, 2011). Japan
was shocked by the Great East Japan Earthquake that struck in March 2011.
This unprecedented catastrophe awakened Japan to the need to create a
sustainable society for current and future generations. Given this context, it
is essential that Japan develops human resources that are able to cope with
diverse issues and who can revitalize the country.