Research about the Characteristics and Tasks of Human Rights Education in Japan

本研究的目的是从人权教育与周边领域的关系出发，结合国外人权教育的理论和实践，探讨日本人权教育的特点和任务。本研究从以下四个方面进行考察：（1）人权教育的国际趋势;（2）人权普遍性问题的发展，如言论自由、隐私权、人格尊严等;（3）少数民族的集体权利和文化自主权的发展趋势等。（4）日本的普及教育（融合教育）和人权教育。前两个方面有普遍主义和个人主义的倾向，后两个方面则与特定对象或特定的少数民族问题有关。日本人权教育的特点可以概括为：1.民族国家思维方式的狭隘框架下的平等取向; 2.情感和行为取向; 3.民族国家思维方式的狭隘框架下的平等取向; 4.民族国家思维方式的狭隘框架下的民族国家思维方式; 5.民族国家思维方式的狭隘框架下的民族国家思维方式; 6.民族国家思维方式的狭隘框架下的民族国家思维方式; 7.民族国家思维方式的狭隘框架下的民族国家思维方式; 8.民族国家思维方式的狭隘框架下的民族国家思维方式; 9.民族国家思维方式的狭隘框架下的民族国家思维方式; 10.民族国家思维方式的狭隘框架下的民族国家思维方式; 10.民族国家思维方式的狭隘框架下的民族国家思维方式; 10.民族国家思维方式的狭隘框架下的民族国家思维方式; 10.民族国家思维方式的狭隘框架下的民族国家思维 ...更多信息 三是以身份认同和集体主义为中心;四是以教育和启蒙为手段，调整人与人之间的冲突和社会团结。其次，提出了"人权教育方案"，指出了人权教育研究的两个轴心："价值和个人导向-任务和群体导向"和"关系中心-制度中心"。就日本而言，人权教育具有强烈的“关系中心”倾向，往往与特定的“任务和群体”问题有关。从这个意义上说，人权教育有"社会学"思维方式的倾向，缺乏"法理导向"思维方式。在思考人权教育的未来时，需要考虑人的尊严与法律制度的关系以及以赋权为中心的方案。为此，日本的人权教育必须从法律教育和多元文化教育中汲取更多的经验。在现实中，现在，HRE从他们那里引入了各种方法和风格。少

The aim of this research is to investigate the characteristics and tasks of human rights education (hereafter HRE) in Japan, based on the relations between HRE and other neighboring fields, and on the theories and practices of HRE in some foreign countries. This research uses four following aspects to investigate : (1)international trends of the HRE, (2)development of problematics about the universality of human rights, e.g. freedom of expression and opinion, privacy, dignity of person, (3)tendency of collective rights and cultural autonomy of national minorities etc., (4)vicissitude of down education (integration education) and HRE in Japan.Two former aspects have the tendency to the universalism and individualism, two latters have something to do with the specific target or the specific minority problems.As conclusion, Japanese characteristics of HRE can be expressed as follows :1.equality- oriented in the narrow frame of the way of nation state thinking,2.feeling- and behavior-orien … More ted in order to emphasize the discrimination and stimulate the anger against it and the actions for anti-discrimination,3.identity- and collectivism-centered,4.oriented to adjustment of the conflicts among peoples and social solidarity by education and enlightenment.Secondly, I bring up the "scheme of HRE" by indicating two axes for the investigation of HRE : "worth and individual oriented-tasks and groups oriented" and "relationship centered-system centered". In case of Japan, HRE has a strong tendency to "relationship centered" and has often something to do with the problems of the specific "tasks and groups". In this sense, the HRE tends to become a "sociological" thinking-style and lacks in the way of "jurisprudence oriented" thinking.In thinking of what the HRE should afterwards be, it is necessary to consider the relation between the dignity of person and the laws and systems as well as the empowerment-centered programs. For that purpose, the HRE in Japan must learn much more from law-related education and multicultural education. In reality now, the HRE introduces various methods and styles from them. Less