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<p><strong>The deployment of the military spirit in the education system</strong></p><p>&nbsp; &nbsp; By the outbreak of the war, all the people were recruited to fight. To investigate the<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change"> number of soldiers in the force&nbsp;</span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false"> numerical</span></span> <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">force of the soldiers</span></span>, the students were partially recruited from 1943. The professors had been obligated to the military service for a period of five months immediately before the education began. To accommodate the military spirit [and at the same time] officers were sent to public schools to <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">instill </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">plant</span></span> military complexions in the classrooms and the Confucian thought formed the base of the educational policy during the war where the Chronicle of Japan <i>Nihon Shoki</i> ha<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">d </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">s</span></span> been studied<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">.</span> <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">that</span></span> <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">Students were taught that </span>Japan is a land of emperors and it was a nation unparalleled<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">.</span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">,</span></span> <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">together to</span></span> <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">The </span>focus <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">was </span>on the legitimacy and the eternal imperial judgment. The ideology of the educational system described the teachers as servants of the emperor who incited the students to <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">sacrifice</span></span> courageously <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">sacrifice </span>their lives for the country.</p><p>&nbsp; &nbsp; In the framework of Popular mobilization religio<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">n </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">us</span></span>, a media campaign <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">was </span>arranged on a large scale to celebrate the 2600 remembrance of the upgrade of the first emperor on the throne, where it was announced <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">that </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">about:</span></span> the year 2600 came after <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">a </span>long wait<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change"> </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">ing</span></span>, that all the people of the nation, <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">they</span></span> will celebrate together and pray for the prosperity of the nation and the eternal glory of the imperial throne. The competitions and celebrations <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">were </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">are</span></span> organized in schools and universities for glorifying remembrance.</p><p>&nbsp; &nbsp; The War <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">has</span></span> affected even the lives of children, the primary schools were classified as People's Schools <i>Kokumin Hakko</i>, and the target was the psychological preparation based on The Way of the Empire. <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">But in middle school was established</span></span> Youth Schools <i>Seinin Gakako</i> <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">were established at middle schools </span>and at the secondary level <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">have been founded the</span></span> specialized schools <i>Senmon Gakko</i><span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change"><i> were founded </i></span>, and were attached to universities and studying medicine, law, economy, trade, agriculture, engineering and management<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">.</span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">,</span></span> <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">t</span></span><span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change"> T</span>he goal was to create a Practical class and not an educated elite.</p><p><strong>Under Occupation&nbsp;</strong></p><p>&nbsp; &nbsp; &nbsp;Education reform in Japan was a top priority by the occupation authorities, even if it was ordered to impose. At the heart of Japanese ideology, of course, was the worship of the emperor, the emperor is the head of the family – <i>Kokka Kozuku</i> Family-Nation.&nbsp;</p><p>&nbsp; &nbsp; Therefore, following imperial desire and in line with right-wing thought, the Ministry of Education issued a booklet called <i>Kokutai no Hongi</i>, and millions of copies were quickly printed and published in the Japanese islands and the rest of the empire colonies. The compulsory text in the subject of national education ethics where the official subject of the education of the Japanese state includes concerning domestic politics and foreign relations as well as cultural and cultural affairs. Japanese Uniqueness was emphasized by the fact that the Japanese are ethnically, culturally, and socially homogeneous and distinct from Westerners and Asians alike, as well as their strong sense of national identity.</p><p>&nbsp; &nbsp; In the coming of the war, teachers were obliged to serve in the military for five months before the start of education to absorb the military spirit, and officers were sent to public schools to <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">instill </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">plant</span></span> military natures in classrooms, Confucian thought formed the basis of the educational policy during the war so that Japanese history was taught Chronicle of Japan <i>Nihon Shoki Shoki</i>.&nbsp;</p><p>However, Japan is the land of emperors and it is an unparalleled nation, focusing on the legitimacy and eternity of imperial rule. The ideology of the educational system described teachers as servants of the emperor who courageously urged students to give their lives for the nation.&nbsp;</p><p>&nbsp; &nbsp; Thus, with the military defeat, the collapse of the physical education system was accompanied by the collapse of the physical education system, eighteen million Japanese students were waiting for the unknown, and 4,000 schools were destroyed, where education could have only 20% of teaching supplies, including books, to the point where there was no longer an educational structure.&nbsp;</p><p>&nbsp; &nbsp; The initial action of the Japanese authorities was to try to reopen the remaining schools while abolishing curricula that advocate national extremism and encourage militarism. So, the military academies were closed, and their students were transferred to civilian schools. On 12 September 1946, students were allowed to study in schools near their place of residence. In rural areas, agricultural work requirements were considered because of the food crisis in Japan, and students were asked to participate in agricultural production. School administrations were also asked to <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">use </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">exploit</span></span> public buildings such as temples, clubs, and military barracks as educational centers.</p><p>&nbsp; &nbsp; This was followed on September 15, 1945, by defining the new approach as educational policies different from the past to contribute to the building of a new nation that seeks peace and human development, after evaluating the educational system and developing a new system from which military concepts are eradicated.&nbsp; &nbsp; &nbsp; &nbsp;Accordingly, the Ministry of Education ha<span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">d </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">s</span></span> abolished all military education curricula and associated research centers and <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">has</span></span> decided to direct efforts towards peace advocacy. Respect the individual and tolerance among human beings, seek peace and promote friendship between religions and their adherents in the world.&nbsp;</p><p>&nbsp; &nbsp; On October 31 of the same year, the occupying authorities issued DIRECTIVE AG350, in which all teachers, supporters of the military and advocates of extreme nationalism and opponents of the existence of the occupation, were relieved of their educational positions, thus 768,119 Japanese teachers lost their positions either by dismissal or even by voluntary resignation to avoid accountability.&nbsp;</p><p>&nbsp; &nbsp;The U.S. government, through the Joint Coordination Committee of the Ministries of War, Navy, and Foreign Affairs, sent the Commander-in-Chief a report on January 8, 1946, which included an explanation of the reality of education in Japan and multiple recommendations to change it. They <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">were </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">are</span></span> also racists hostile to everything foreign, although they <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">wanted </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">seek</span></span> access to all the material progress that foreigners <span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">have</span></span> made <span data-tracking="true" data-track-id="pending-1-0" class="fr-highlight-change">at a </span><span data-tracking="true" data-track-id="pending-1-1" class="fr-highlight-change"><span data-tracking-deleted="true" class="fr-tracking-deleted" contenteditable="false">on the</span></span> technological level.&nbsp;</p><p>&nbsp; &nbsp; &nbsp;</p><p>&nbsp; &nbsp;</p>
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The deployment of the military spirit in the education system

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The deployment of the military spirit in the education system

    By the outbreak of the war, all the people were recruited to fight. To investigate the number of soldiers in the force  numerical force of the soldiers, the students were partially recruited from 1943. The professors had been obligated to the military service for a period of five months immediately before the education began. To accommodate the military spirit [and at the same time] officers were sent to public schools to instill plant military complexions in the classrooms and the Confucian thought formed the base of the educational policy during the war where the Chronicle of Japan Nihon Shoki had s been studied. that Students were taught that Japan is a land of emperors and it was a nation unparalleled., together to The focus was on the legitimacy and the eternal imperial judgment. The ideology of the educational system described the teachers as servants of the emperor who incited the students to sacrifice courageously sacrifice their lives for the country.

    In the framework of Popular mobilization religion us, a media campaign was arranged on a large scale to celebrate the 2600 remembrance of the upgrade of the first emperor on the throne, where it was announced that about: the year 2600 came after a long wait ing, that all the people of the nation, they will celebrate together and pray for the prosperity of the nation and the eternal glory of the imperial throne. The competitions and celebrations were are organized in schools and universities for glorifying remembrance.

    The War has affected even the lives of children, the primary schools were classified as People's Schools Kokumin Hakko, and the target was the psychological preparation based on The Way of the Empire. But in middle school was established Youth Schools Seinin Gakako were established at middle schools and at the secondary level have been founded the specialized schools Senmon Gakko were founded , and were attached to universities and studying medicine, law, economy, trade, agriculture, engineering and management., t The goal was to create a Practical class and not an educated elite.

Under Occupation 

     Education reform in Japan was a top priority by the occupation authorities, even if it was ordered to impose. At the heart of Japanese ideology, of course, was the worship of the emperor, the emperor is the head of the family – Kokka Kozuku Family-Nation. 

    Therefore, following imperial desire and in line with right-wing thought, the Ministry of Education issued a booklet called Kokutai no Hongi, and millions of copies were quickly printed and published in the Japanese islands and the rest of the empire colonies. The compulsory text in the subject of national education ethics where the official subject of the education of the Japanese state includes concerning domestic politics and foreign relations as well as cultural and cultural affairs. Japanese Uniqueness was emphasized by the fact that the Japanese are ethnically, culturally, and socially homogeneous and distinct from Westerners and Asians alike, as well as their strong sense of national identity.

    In the coming of the war, teachers were obliged to serve in the military for five months before the start of education to absorb the military spirit, and officers were sent to public schools to instill plant military natures in classrooms, Confucian thought formed the basis of the educational policy during the war so that Japanese history was taught Chronicle of Japan Nihon Shoki Shoki

However, Japan is the land of emperors and it is an unparalleled nation, focusing on the legitimacy and eternity of imperial rule. The ideology of the educational system described teachers as servants of the emperor who courageously urged students to give their lives for the nation. 

    Thus, with the military defeat, the collapse of the physical education system was accompanied by the collapse of the physical education system, eighteen million Japanese students were waiting for the unknown, and 4,000 schools were destroyed, where education could have only 20% of teaching supplies, including books, to the point where there was no longer an educational structure. 

    The initial action of the Japanese authorities was to try to reopen the remaining schools while abolishing curricula that advocate national extremism and encourage militarism. So, the military academies were closed, and their students were transferred to civilian schools. On 12 September 1946, students were allowed to study in schools near their place of residence. In rural areas, agricultural work requirements were considered because of the food crisis in Japan, and students were asked to participate in agricultural production. School administrations were also asked to use exploit public buildings such as temples, clubs, and military barracks as educational centers.

    This was followed on September 15, 1945, by defining the new approach as educational policies different from the past to contribute to the building of a new nation that seeks peace and human development, after evaluating the educational system and developing a new system from which military concepts are eradicated.       Accordingly, the Ministry of Education had s abolished all military education curricula and associated research centers and has decided to direct efforts towards peace advocacy. Respect the individual and tolerance among human beings, seek peace and promote friendship between religions and their adherents in the world. 

    On October 31 of the same year, the occupying authorities issued DIRECTIVE AG350, in which all teachers, supporters of the military and advocates of extreme nationalism and opponents of the existence of the occupation, were relieved of their educational positions, thus 768,119 Japanese teachers lost their positions either by dismissal or even by voluntary resignation to avoid accountability. 

   The U.S. government, through the Joint Coordination Committee of the Ministries of War, Navy, and Foreign Affairs, sent the Commander-in-Chief a report on January 8, 1946, which included an explanation of the reality of education in Japan and multiple recommendations to change it. They were are also racists hostile to everything foreign, although they wanted seek access to all the material progress that foreigners have made at a on the technological level. 

     

   


The deployment of the military spirit in the education system

    By the outbreak of the war, all the people were recruited to fight. To investigate the number of soldiers in the force  numerical force of the soldiers, the students were partially recruited from 1943. The professors had been obligated to the military service for a period of five months immediately before the education began. To accommodate the military spirit [and at the same time] officers were sent to public schools to instill plant military complexions in the classrooms and the Confucian thought formed the base of the educational policy during the war where the Chronicle of Japan Nihon Shoki had s been studied. that Students were taught that Japan is a land of emperors and it was a nation unparalleled., together to The focus was on the legitimacy and the eternal imperial judgment. The ideology of the educational system described the teachers as servants of the emperor who incited the students to sacrifice courageously sacrifice their lives for the country.

    In the framework of Popular mobilization religion us, a media campaign was arranged on a large scale to celebrate the 2600 remembrance of the upgrade of the first emperor on the throne, where it was announced that about: the year 2600 came after a long wait ing, that all the people of the nation, they will celebrate together and pray for the prosperity of the nation and the eternal glory of the imperial throne. The competitions and celebrations were are organized in schools and universities for glorifying remembrance.

    The War has affected even the lives of children, the primary schools were classified as People's Schools Kokumin Hakko, and the target was the psychological preparation based on The Way of the Empire. But in middle school was established Youth Schools Seinin Gakako were established at middle schools and at the secondary level have been founded the specialized schools Senmon Gakko were founded , and were attached to universities and studying medicine, law, economy, trade, agriculture, engineering and management., t The goal was to create a Practical class and not an educated elite.

Under Occupation 

     Education reform in Japan was a top priority by the occupation authorities, even if it was ordered to impose. At the heart of Japanese ideology, of course, was the worship of the emperor, the emperor is the head of the family – Kokka Kozuku Family-Nation. 

    Therefore, following imperial desire and in line with right-wing thought, the Ministry of Education issued a booklet called Kokutai no Hongi, and millions of copies were quickly printed and published in the Japanese islands and the rest of the empire colonies. The compulsory text in the subject of national education ethics where the official subject of the education of the Japanese state includes concerning domestic politics and foreign relations as well as cultural and cultural affairs. Japanese Uniqueness was emphasized by the fact that the Japanese are ethnically, culturally, and socially homogeneous and distinct from Westerners and Asians alike, as well as their strong sense of national identity.

    In the coming of the war, teachers were obliged to serve in the military for five months before the start of education to absorb the military spirit, and officers were sent to public schools to instill plant military natures in classrooms, Confucian thought formed the basis of the educational policy during the war so that Japanese history was taught Chronicle of Japan Nihon Shoki Shoki

However, Japan is the land of emperors and it is an unparalleled nation, focusing on the legitimacy and eternity of imperial rule. The ideology of the educational system described teachers as servants of the emperor who courageously urged students to give their lives for the nation. 

    Thus, with the military defeat, the collapse of the physical education system was accompanied by the collapse of the physical education system, eighteen million Japanese students were waiting for the unknown, and 4,000 schools were destroyed, where education could have only 20% of teaching supplies, including books, to the point where there was no longer an educational structure. 

    The initial action of the Japanese authorities was to try to reopen the remaining schools while abolishing curricula that advocate national extremism and encourage militarism. So, the military academies were closed, and their students were transferred to civilian schools. On 12 September 1946, students were allowed to study in schools near their place of residence. In rural areas, agricultural work requirements were considered because of the food crisis in Japan, and students were asked to participate in agricultural production. School administrations were also asked to use exploit public buildings such as temples, clubs, and military barracks as educational centers.

    This was followed on September 15, 1945, by defining the new approach as educational policies different from the past to contribute to the building of a new nation that seeks peace and human development, after evaluating the educational system and developing a new system from which military concepts are eradicated.       Accordingly, the Ministry of Education had s abolished all military education curricula and associated research centers and has decided to direct efforts towards peace advocacy. Respect the individual and tolerance among human beings, seek peace and promote friendship between religions and their adherents in the world. 

    On October 31 of the same year, the occupying authorities issued DIRECTIVE AG350, in which all teachers, supporters of the military and advocates of extreme nationalism and opponents of the existence of the occupation, were relieved of their educational positions, thus 768,119 Japanese teachers lost their positions either by dismissal or even by voluntary resignation to avoid accountability. 

   The U.S. government, through the Joint Coordination Committee of the Ministries of War, Navy, and Foreign Affairs, sent the Commander-in-Chief a report on January 8, 1946, which included an explanation of the reality of education in Japan and multiple recommendations to change it. They were are also racists hostile to everything foreign, although they wanted seek access to all the material progress that foreigners have made at a on the technological level. 

     

   


The deployment of the military spirit in the education system

    By the outbreak of the war, all the people were recruited to fight. To investigate the number of soldiers in the force  numerical force of the soldiers, the students were partially recruited from 1943. The professors had been obligated to the military service for a period of five months immediately before the education began. To accommodate the military spirit [and at the same time] officers were sent to public schools to instill plant military complexions in the classrooms and the Confucian thought formed the base of the educational policy during the war where the Chronicle of Japan Nihon Shoki had s been studied. that Students were taught that Japan is a land of emperors and it was a nation unparalleled., together to The focus was on the legitimacy and the eternal imperial judgment. The ideology of the educational system described the teachers as servants of the emperor who incited the students to sacrifice courageously sacrifice their lives for the country.

    In the framework of Popular mobilization religion us, a media campaign was arranged on a large scale to celebrate the 2600 remembrance of the upgrade of the first emperor on the throne, where it was announced that about: the year 2600 came after a long wait ing, that all the people of the nation, they will celebrate together and pray for the prosperity of the nation and the eternal glory of the imperial throne. The competitions and celebrations were are organized in schools and universities for glorifying remembrance.

    The War has affected even the lives of children, the primary schools were classified as People's Schools Kokumin Hakko, and the target was the psychological preparation based on The Way of the Empire. But in middle school was established Youth Schools Seinin Gakako were established at middle schools and at the secondary level have been founded the specialized schools Senmon Gakko were founded , and were attached to universities and studying medicine, law, economy, trade, agriculture, engineering and management., t The goal was to create a Practical class and not an educated elite.

Under Occupation 

     Education reform in Japan was a top priority by the occupation authorities, even if it was ordered to impose. At the heart of Japanese ideology, of course, was the worship of the emperor, the emperor is the head of the family – Kokka Kozuku Family-Nation. 

    Therefore, following imperial desire and in line with right-wing thought, the Ministry of Education issued a booklet called Kokutai no Hongi, and millions of copies were quickly printed and published in the Japanese islands and the rest of the empire colonies. The compulsory text in the subject of national education ethics where the official subject of the education of the Japanese state includes concerning domestic politics and foreign relations as well as cultural and cultural affairs. Japanese Uniqueness was emphasized by the fact that the Japanese are ethnically, culturally, and socially homogeneous and distinct from Westerners and Asians alike, as well as their strong sense of national identity.

    In the coming of the war, teachers were obliged to serve in the military for five months before the start of education to absorb the military spirit, and officers were sent to public schools to instill plant military natures in classrooms, Confucian thought formed the basis of the educational policy during the war so that Japanese history was taught Chronicle of Japan Nihon Shoki Shoki

However, Japan is the land of emperors and it is an unparalleled nation, focusing on the legitimacy and eternity of imperial rule. The ideology of the educational system described teachers as servants of the emperor who courageously urged students to give their lives for the nation. 

    Thus, with the military defeat, the collapse of the physical education system was accompanied by the collapse of the physical education system, eighteen million Japanese students were waiting for the unknown, and 4,000 schools were destroyed, where education could have only 20% of teaching supplies, including books, to the point where there was no longer an educational structure. 

    The initial action of the Japanese authorities was to try to reopen the remaining schools while abolishing curricula that advocate national extremism and encourage militarism. So, the military academies were closed, and their students were transferred to civilian schools. On 12 September 1946, students were allowed to study in schools near their place of residence. In rural areas, agricultural work requirements were considered because of the food crisis in Japan, and students were asked to participate in agricultural production. School administrations were also asked to use exploit public buildings such as temples, clubs, and military barracks as educational centers.

    This was followed on September 15, 1945, by defining the new approach as educational policies different from the past to contribute to the building of a new nation that seeks peace and human development, after evaluating the educational system and developing a new system from which military concepts are eradicated.       Accordingly, the Ministry of Education had s abolished all military education curricula and associated research centers and has decided to direct efforts towards peace advocacy. Respect the individual and tolerance among human beings, seek peace and promote friendship between religions and their adherents in the world. 

    On October 31 of the same year, the occupying authorities issued DIRECTIVE AG350, in which all teachers, supporters of the military and advocates of extreme nationalism and opponents of the existence of the occupation, were relieved of their educational positions, thus 768,119 Japanese teachers lost their positions either by dismissal or even by voluntary resignation to avoid accountability. 

   The U.S. government, through the Joint Coordination Committee of the Ministries of War, Navy, and Foreign Affairs, sent the Commander-in-Chief a report on January 8, 1946, which included an explanation of the reality of education in Japan and multiple recommendations to change it. They were are also racists hostile to everything foreign, although they wanted seek access to all the material progress that foreigners have made at a on the technological level. 

     

   

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