The Democratization of Education

In this environment, the elitism of the Meiji Era step by step gave way to a nascent democratization of education. Higher education was given an impetus by the University Order and the Higher schooltime Order recommended by the Extraordinary Education Council. Imperial universities (state-owned) were outright supplemented with private universities and colleges.

The school admission and final examination frame that pervaded lacquer since the modernization of education at the beginning of the Meiji era, has gnomish changed since then, and is a cornerstone of Japanese education from kindergarten through university. It was and is characterized by its competitiveness and selectivity--much as the French and German systems have been. In fact, it was so severe that it led to suicides of students who were failing school or just a test.

As the Manchurian Incident of 1931 escalated into the Sino-Japanese warf atomic number 18 of 1937, militarism imbued every Japanese with a sense of ultranationalism... Or was it vice-versa? When worldly concern War II broke out in the Pacific Theater of Operations, Japan's education system was rapidly "reformed" to decline to the militaristic needs of a nation that--paradoxically-- felt its dispassionate existence threatened by the Allied war machine forces. condition curricula were revised to reflect this enhanced perception of vulnerability and diachronic victimization of a peace-loving people of farmers an

The Communist Party never recovered from its dangerous losses catalyzed through the careless strike launched as the American Occupation was most active. As a result, unions soon shifted to the collective or Democratic parties. Socialists had a rather stable policy-making continuity which favored Mao's chinaware. Japanese Communists, on the other hand, dissociated themselves from China and the Soviet Union, in order to be strictly Japanese.

SCAP and Japan agreed to include in the new Japanese penning that Japan renounced war and maintenance of any war potential difference forever. "Forever", however, lasted until the 1951 Peace Treaty, which failed to even mention any restrictions on Japan. After all, what was the point?

Indeed, it was the American well thought-out opinion that demilitarization was completely a quick protective measure against Japanese military tendencies and territorial ambitions. The real cure was democratization of the Japanese Government. As everyone knew then, democracies never wage wars.

The research method for this paper has been soft in nature. An inherent feature of qualitative research is that the investigator does not begin the research with specific expectations. Rather, data are collected and analyzed; then, an attempt is made at recitation or, if appropriate, at creating generalizations, and the construction of a theory. Essentially, the research was an examination of the applicable documentation covering the 1945-1952 period of Allied Powers' Occupation of Japan. cardinal journal and magazine articles, fourteen books, and the official reports of the First and guerrilla United States Education Missions in Japan, were consulted and annotated.

Seen post hoc from Jerusalem, the Occupation rude reform (of which Israelis can speak with experience) had not been much of a success. Blumentahl (1970) found that the Occupation's land reforms determined the basic postwar social organization of agriculture and that its impact was still visible in 1970. T
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