High school geography in the 2009 Japanese
National Curriculum:
Reflections on Japanese Social Studies education history
Dr. Takashi SHIMURA
(Associate Professor,
Joetsu University of Education, Japan)
Geography Teacher Educators Conference
Madingley Hall，Cambridge
30th Jan. 2010
Geography through
my office window ；
Summer
●
●
Geography through my
office window ;
last Sunday，24th Jan．2010
Bird’s eye view in
Winter ( from
junior school
atlas)
This place have the
highest record of
snow depth in
Japan, 3m77cm,
Jan,1945.
(over 1m depth)
Ⅰ. Purpose of this presentation





Japanese National Curriculum had been
revised at approximately 10 year intervals.
High school geography curriculum has revised
in March 2009 following primary/lower
secondary revision in 2008.
Purpose
Introduce new high school geography
curriculum
Analyze and consider this curriculum from
Social Studies education history.
School education system in Current Japan
Primary (Elementary school)
・Y1-2: Life Environment Studies
・Y3-6:Social Studies
Lower secondary(Junior high s.)
・Y7-9:Social Studies(3feilds)
Fig.1: The School system and Geography related subjects in Japan
Age
Ｙ9
13-14
Ｙ8
12-13
Ｙ7
11-12
Ｙ6
10-11
Ｙ5
9-10
Ｙ4
8- 9
Ｙ3
7- 8
Ｙ2
6- 7
Ｙ1
Re qu ir e d o n e
su b- su bje c t
Re qu ir e d o n e su b- su bje c t
Ge o gr aph y
World
History
Japanese
History
Modern Society
Civics
14-15
Social
Studies
Ｙ10
Ele m e n t ar y (Pr im ar y) sc h o o l
15-16
Lo we r
se c o n dar y
sc h o o l
Ｙ11
C o m pu lso r y
su bje c t an d
it s fie ld o r
su b- su bje c t
Geography
and History
Ｙ12
16-17
Sc h o o l
t ype
Uppe r
se c o n dar y
sc h o o l
17-18
Sc h o o l ye ar
compulsory education
Upper secondary(High school)
・Y10-12(2 subjects)
Geography/History
World H．A/B（compulsory）
Japanese H. A/B
Geography A/B
Civics
Current Society
Politics/Economics
Ethics
Ethics
Economics and Politics
Civics field
Ge o gr aph y fie ld
History field
Social Studies
Life Environment Studies
Ⅱ．Geography curriculum changes in secondary school
1: Junior high (lower secondary) school curriculum revision in 2008

Year 2008 version returned
to regional geography.
Table 1: Comparison of old and new Japanese Geography National Curriculum
1998v ers i on
(1) Regional structure of the World and Japan
A


Year 1998 version
Unit(2) Geographical survey
according to scales





(2)B 2 or 3 prefectures
(2)C 2 or 3 countries
Year 2008 version
Unit(1) Various regions in the
world
 (1)C Regions in the world
Unit(2) Various regions in Japan
 (2)C Regions in Japan
B
Regional structure of the World
2008v es i on ( pra cti ce f rom A pri l . 2012)
(1) Various regions in the World
A
Regional structure of the World
a
Locations and distributions of continents and
oceans on the earth
B
Various lives and environments in the world
b
Compositions of countries and division of the
world
C
Regions in the world
Regional structure of Japan
a
a
Location and territory of Japan
b
b
Compositions of prefectures and division of
Japan
c
(2) Geographical survey according to scales
d
A
Surrounding area
e
B
2 or 3 prefectures
f
C
2 or 3 countries
D
(3) Outlook of Japan comparing with the World
A
B
Grasping Japan from various aspects
and various people/culture
Europe, e.g. theme; development of EU and
difference/uneven in EU
Africa, e.g.. theme; lives under the mono-
culture economics
North America, e.g. theme; development of
large-scale agriculture and industry
South America, e.g. theme; destruction of forest
and environmental preservation
Oceania, e.g. theme; connections with Asian
countries
Geographical survey of various regions in the World
(2) Various regions in Japan
A
Regional structure of Japan
B
Outlook of Japan comparing with the World
a
Regional features of Japan from a physical
environment viewpoint
b
Regional features of Japan from a population
viewpoint
a
physical environment
c
Regional features of Japan from a resources
/industry viewpoint
b
population
d
Regional features of Japan from a life/culture
view point
c
resources/energy and industry
e
regional features of Japan from a inter regional
connections viewpoint
d
inter regional connections
Japan from perspective that relating various
viewpoints/futures
C
by Takashi SHIMURA 2008
Regions in Japan; grasping each region from one of
7 viewpoints
a
examination focusing on physical environment
b
examination focusing on historical background
c
examination focusing on industry
d
e

Asia, e.g. theme; rapid population increasing
(SHIMURA 2009)
D
examination focusing on environmental
problem/preservation
examination focusing on urban/rural
settlements
f
examination focusing on lives/cultures
g
examination focusing on connections with other
region
Geographical survey of surrounding area
Ⅱ－2 High school curriculum revision in 2009
Geography A, 2 credits/2 hours per week

Fig. 2a: Previous and new curriculum "Geography A" in high school
Issues and skills
based curriculum
1999 v ers i on ( pra cti ce f rom A pri l . 2002)
(1)


These ideas are
succeeding from
previous one
Especially in
part(2) in the living
area/locality
(2)
Characteristics of the current world and geographical
skills
2009v es i on ( pra cti ce f rom A pri l . 2013)
(1)
Geographical considerations of characteristics and
issues in the current world
A
World on the globe and its regional construction
A
Grasping the current world through globes and map
B
The current world being connected
B
Diversity of lives/cultures in the world
C
Divergence in human activities and the current
world
C
Geographical considerations of the global issues
D
Internationalization in surrounding locality
Grasping the issues in the current world, on the basis
regional characteristics
A
B
(2) Geographical considerations of issues in the living area
A
Maps in everyday life
Geographical considerations of lives/cultures in the
world
B
Natural environment and disaster prevention
a
Lives/cultures and environment in regions
C
Geographical issues in the living area and fieldwork
b
Lives/cultures in neighboring countries and
Japan
Geographical considerations of global issues
a
Global issues from a regional view
b
Global issues, that Japan and neighboring
countries have been challenging, and
international cooperation
Ⅱ－2 High school curriculum revision in 2009
Geography B, 4 credits/24hours per week


1999 version was mixed
approach; put a special
emphasis on concepts
and skills( geographical
way of thinking).
Regions were only 2 or
3 on each scale,
because of above
emphasis.
Fig. 2b: Previous and new curriculum "Geography B" in high school
1999v ers i on ( pra cti ce f rom A pri l . 2002)
(1)

2009 version, more than
2or 3 regions through
various learning
strategy.
a trend of return to
regional geography
curriculum
(1) Various maps and geographical skills
A
Natural environment
A
Geographical information and skills
B
Resources and industries
B
Applications of maps and fieldwork
C
Settlements and cultures of lives
(2) Regional geography considerations of the current world
(3)

Systematic geography considerations of the current
world
2009v es i on ( pra cti ce f rom A pri l . 2013)
(2) Systematic geography considerations of the current world
A
Natural environment
A
Regions on city/town/village scale(home region
and distance region)
B
Resources and industries
B
Regions on nation (2or3 regions as case)
C
Population and settlements
C
Regions on continent(2or3 regions as case)
D
Cultures of lives and people/religion
Geographical considerations on issues in the current
world
(3) Regional geography considerations of the current world
A
Grasping issues through mapping
A
Regional divisions of the current world
B
Grasping issues through regional dividing
B
Regions in the current world
C
Status quo and issues of countries' connections
C
Japan in the current world
D
Studies of neighboring countries
E
Regional characteristics of environment/energy
issues
F
Regional characteristics of population/food issues
G
Regional characteristics of residence/urban issues
H
Regional characteristics of people/territory issues
2 themes from A-D, 2 themes from E-F
Ⅲ. History of high school Geography curriculum in Japan
Ⅲ-1 Fundamental curriculum approach until 1979
:systematic(+regional)
 Geography has been one of the
independent sub-subjects from
the beginning of new democratic
educational system.
Fig.3：　Transition in Geography Curriculum Contents in Japan
Year
Subject
1951 Human Geography⑤
（1947)
1956 Human Geography③～
⑤




At a start of a new curriculum
system, Geographical subsubject was titled Human
Geography
These 1950’s curriculum
determined fundamental frame of
Japanese high school geography
curriculum.
1960, title changed to Geography
adopted systematic curriculum
approach entirely
1960 Geography A③
Geography B④
1970 Geography A③
Geography B③
1979 Geography ④
1989 Geography A②
Geography B④
1999 Geography A②
Geography B④
2009 Geography A②
Geography B④
②,③･･･are credits
Main contents
Curriculum approach
Selection of
matters
Syst e Re gio n
Conce
m at ic
al
To pic
pt
Ge o gr ge o gr a base d
base d
aph y
ph y
C ase sam ple
St u die st u die
s
s
The ground as human activities
Ways of production in premodern region
Ways and places of modern production
Ways in human beings settle on the ground
Ways in human beings connections in the
◎
○
Human beings and environment
Nature affecting lives
Agriculture and livestock farming
Forestry and fishery
Trade
States and international relations
Maps
Fieldwork
◎
△
Maps
Nature as environment
Peoples in mankind
Agriculture/livestock farming/Forestry /
Mining and industry
Development and preservation of Land
Transportation/commerce
States and international relations
Region and life in social
Maps
Natural environment
Transportation/trade
Population
Race/people
States and their groups
Lives and geography
Occupation and environment
Resources and industry
State and the world
Human beings and the earth
Regions in the world
Connections in the world
Human beings and the earth
Population and resources/industry
Lives and region( incl. regions in the world)
The world and Japan
The Current world and region
Lives/cultures of peoples and their
Issues in the current world and international
cooperation
Region at the present day
Human beings and environment (2or3
Lives and industry
regions as
The world and Japan
case)
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Ⅲ. History of high school Geography curriculum in Japan
Ⅲ-1 Fundamental curriculum approach until 1979
:systematic(+regional)

Fig.3：　Transition in Geography Curriculum Contents in Japan
In 1970 version
Year




Geography A took over
systematic approach
But Geography B completely
adopted regional curriculum
approach.
1970 version was the realization
of Japanese educational parties.
This was the first and the last
period that Japanese high school
geography had regional
geography curriculum
independently.
Subject
1951 Human Geography⑤
（1947)
1956 Human Geography③～
⑤
1960 Geography A③
Geography B④
1970 Geography A③
Geography B③
1979 Geography ④
1989 Geography A②
Geography B④
1999 Geography A②
Geography B④
2009 Geography A②
Geography B④
②,③･･･are credits
Main contents
Curriculum approach
Selection of
matters
Syst e Re gio n
Conce
m at ic
al
To pic
pt
Ge o gr ge o gr a base d
base d
aph y
ph y
C ase sam ple
St u die st u die
s
s
The ground as human activities
Ways of production in premodern region
Ways and places of modern production
Ways in human beings settle on the ground
Ways in human beings connections in the
◎
○
Human beings and environment
Nature affecting lives
Agriculture and livestock farming
Forestry and fishery
Trade
States and international relations
Maps
Fieldwork
◎
△
Maps
Nature as environment
Peoples in mankind
Agriculture/livestock farming/Forestry /
Mining and industry
Development and preservation of Land
Transportation/commerce
States and international relations
Region and life in social
Maps
Natural environment
Transportation/trade
Population
Race/people
States and their groups
Lives and geography
Occupation and environment
Resources and industry
State and the world
Human beings and the earth
Regions in the world
Connections in the world
Human beings and the earth
Population and resources/industry
Lives and region( incl. regions in the world)
The world and Japan
The Current world and region
Lives/cultures of peoples and their
Issues in the current world and international
cooperation
Region at the present day
Human beings and environment (2or3
Lives and industry
regions as
The world and Japan
case)
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Ⅲ. History of high school Geography curriculum in Japan
Ⅲ-1 Fundamental curriculum approach until 1979
:systematic(+regional)

1979 version integrated A and B. At
this integration, main curriculum
approach was systematic. But
regional curriculum approach was
secondary.
Fig.3：　Transition in Geography Curriculum Contents in Japan
Year
Subject
1951 Human Geography⑤
（1947)
1956 Human Geography③～
⑤
1960 Geography A③

This history mentioned above
proves that fundamental
curriculum approach in high school
geography had been systematic one.
Furthermore regional approach had
been secondary principle obviously
after 1970.
Geography B④
1970 Geography A③
Geography B③
1979 Geography ④
1989 Geography A②
Geography B④
1999 Geography A②
Geography B④
2009 Geography A②
Geography B④
②,③･･･are credits
Main contents
Curriculum approach
Selection of
matters
Syst e Re gio n
Conce
m at ic
al
To pic
pt
Ge o gr ge o gr a base d
base d
aph y
ph y
C ase sam ple
St u die st u die
s
s
The ground as human activities
Ways of production in premodern region
Ways and places of modern production
Ways in human beings settle on the ground
Ways in human beings connections in the
◎
○
Human beings and environment
Nature affecting lives
Agriculture and livestock farming
Forestry and fishery
Trade
States and international relations
Maps
Fieldwork
◎
△
Maps
Nature as environment
Peoples in mankind
Agriculture/livestock farming/Forestry /
Mining and industry
Development and preservation of Land
Transportation/commerce
States and international relations
Region and life in social
Maps
Natural environment
Transportation/trade
Population
Race/people
States and their groups
Lives and geography
Occupation and environment
Resources and industry
State and the world
Human beings and the earth
Regions in the world
Connections in the world
Human beings and the earth
Population and resources/industry
Lives and region( incl. regions in the world)
The world and Japan
The Current world and region
Lives/cultures of peoples and their
Issues in the current world and international
cooperation
Region at the present day
Human beings and environment (2or3
Lives and industry
regions as
The world and Japan
case)
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Ⅲ-2 Fundamental curriculum approach after 1989
:systematic+topical(issues)+concepts

In 1989, Social Studies was divided
2 subjects, Geography and History,
Civics. In this revision, Geography
subject changed dramatically.
Fig.3：　Transition in Geography Curriculum Contents in Japan
Year
Subject
1951 Human Geography⑤
（1947)
1956 Human Geography③～
⑤

1999 version succeed this trend.
Fundamental approach in
Geography A was topic/issues,
Geography B was systematic. Both
A and B directed toward concepts.
In consequence, there are no
regional elements in 1999
Geography A/B.
1960 Geography A③
Geography B④
1970 Geography A③
Geography B③
1979 Geography ④
1989 Geography A②
Geography B④
1999 Geography A②
Geography B④
2009 Geography A②
Geography B④
②,③･･･are credits
Main contents
Curriculum approach
Selection of
matters
Syst e Re gio n
Conce
m at ic
al
To pic
pt
Ge o gr ge o gr a base d
base d
aph y
ph y
C ase sam ple
St u die st u die
s
s
The ground as human activities
Ways of production in premodern region
Ways and places of modern production
Ways in human beings settle on the ground
Ways in human beings connections in the
◎
○
Human beings and environment
Nature affecting lives
Agriculture and livestock farming
Forestry and fishery
Trade
States and international relations
Maps
Fieldwork
◎
△
Maps
Nature as environment
Peoples in mankind
Agriculture/livestock farming/Forestry /
Mining and industry
Development and preservation of Land
Transportation/commerce
States and international relations
Region and life in social
Maps
Natural environment
Transportation/trade
Population
Race/people
States and their groups
Lives and geography
Occupation and environment
Resources and industry
State and the world
Human beings and the earth
Regions in the world
Connections in the world
Human beings and the earth
Population and resources/industry
Lives and region( incl. regions in the world)
The world and Japan
The Current world and region
Lives/cultures of peoples and their
Issues in the current world and international
cooperation
Region at the present day
Human beings and environment (2or3
Lives and industry
regions as
The world and Japan
case)
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Ⅲ-2 Fundamental curriculum approach after 1989
:systematic+topical(issues)+concepts

The lack of regional geography
element was revolutionary
curriculum in Japanese high school
geography history. And this new
framework caused much criticism
from ideas.
Fig.3：　Transition in Geography Curriculum Contents in Japan
Year
Subject
1951 Human Geography⑤
（1947)
1956 Human Geography③～
⑤
1960 Geography A③

From the geography education
historical view point, new 2009
Geography B curriculum version
have similar framework of 1989 B
curriculum including regional
geography elements. Geography A
succeed previous version approach
that is based on topics/issues and
concepts.
Geography B④
1970 Geography A③
Geography B③
1979 Geography ④
1989 Geography A②
Geography B④
1999 Geography A②
Geography B④
2009 Geography A②
Geography B④
②,③･･･are credits
Main contents
Curriculum approach
Selection of
matters
Syst e Re gio n
Conce
m at ic
al
To pic
pt
Ge o gr ge o gr a base d
base d
aph y
ph y
C ase sam ple
St u die st u die
s
s
The ground as human activities
Ways of production in premodern region
Ways and places of modern production
Ways in human beings settle on the ground
Ways in human beings connections in the
◎
○
Human beings and environment
Nature affecting lives
Agriculture and livestock farming
Forestry and fishery
Trade
States and international relations
Maps
Fieldwork
◎
△
Maps
Nature as environment
Peoples in mankind
Agriculture/livestock farming/Forestry /
Mining and industry
Development and preservation of Land
Transportation/commerce
States and international relations
Region and life in social
Maps
Natural environment
Transportation/trade
Population
Race/people
States and their groups
Lives and geography
Occupation and environment
Resources and industry
State and the world
Human beings and the earth
Regions in the world
Connections in the world
Human beings and the earth
Population and resources/industry
Lives and region( incl. regions in the world)
The world and Japan
The Current world and region
Lives/cultures of peoples and their
Issues in the current world and international
cooperation
Region at the present day
Human beings and environment (2or3
Lives and industry
regions as
The world and Japan
case)
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Ⅳ．Analyses of these transformation from Social Studies curriculum
history
Ⅳ-1 Geography in Social Studies curriculum
 1st is quantity of Social Studies
credits have been decreasing
consistently.
Fig.4:Transition of Social Studies subjects
Year
1951
(1947)
1956
 2nd




is appearance of new subsubject named Current Society in
1979.
A newly-organized sub-subject
and
Sole compulsory sub-subject in
Social Studies.
This change occurred huge
impacted on other sub-subject
Especially civics field (Ethics,
Politics/Economics) and
Geography.
Titles of subjects and sub-subjects
Soc ial Stu die s(1 0 ～2 5 c re dits)
General Social Studies⑤
Human Geography⑤
World History⑤
Japanese History⑤
Topic Issues⑤
Soc ial Stu die s(9 ～2 0 c re dits)
Human Geography③～⑤
Society③～⑤
World History③～⑤
Topic Issues③～⑤
Japanese History③～⑤
1960
Soc ial Stu die s(1 0 ～1 5 c re dits)
Politics/Economics②
Ethics/Society②
Geography A③
Geography B④
World History A③
World History B④
Japanese History③
1970
Soc ial Stu die s(1 0 ～1 3 c re dits)
Politics/Economics②
Ethics/Society②
Geography A③
Geography B③
World History ③
Japanese History③
1979
Soc ial Stu die s(4 ～2 0 c re dits)
Geography ④
World History④
Japanese History④
1989
Ge ograph y/ History(4 ～)
World History A②ｏｒＢ④
Japanese History　A②
Japanese History　B④
Geography A②
Geography B④
1999
Ge ograph y/ History(4 ～)
World History A②ｏｒＢ④
Japanese History　A②
Japanese History　B④
Geography A②
Geography B④
2009
Ge ograph y/ History(4 ～)
World History A②ｏｒＢ④
Japanese History　A②
Japanese History　B④
Geography A②
Geography B④
Italics are compulsory subjects　10～,②,③･･･are credits
Current Society④
Politics/Economics②
Ethics②
Civic s(4 ～）
Current Society④
or
Politics/Economics②
Ethics②
Civic s(4 ～）
Current Society④
or
Politics/Economics②
Ethics②
Civic s(4 ～）
Current Society④
or
Politics/Economics②
Ethics②
Ⅳ-1 Geography in Social Studies curriculum




Until 1979 version
practice, Almost
students studied
Geography, Ethics,
and
Politics/Economics.
After 1979, these fell
down sharply.
One reason of this
drop was
minimizing of
compulsory credits
in Social Studies.
Another one was
contents of Current
Society.
Ⅳ-1 Geography in Social Studies curriculum



Current Society had similar
contents, especially similar with
civics and Geography, not with
History.
Actually, many geography
teachers were willing to teach
this new subject with help of
geography teaching strategy.
These many challenges produced
fruitful Current Society lesson
practices that had many
geographical sense/contents.
On the contrary to those
successes, a decline of
Geography subject in Social
Studies curriculum was coming
up.
Table 6a: "Current Society" curriculum in 1989 and 2009
1989 v ers i on
(1) Fundamental issues in current society
A
Current society and human beings
Origin of current society/Human beings and
environment/Population issues and resources
and energy
B
Current economic society and welfare
C
Current democratic government and international
society
2009 v ers i on ( pra cti ce f rom A pri l . 2013)
(1)
Society that we are living in
(2) Current society and the way of life as human beings
The youth and forming themselves/Current democratic
government and participation in politics/Respect for an
individual and Rule of Law
Current economic society and activities /The trend of
international society and the role of Japan
(3) Aiming for living together
(2) Current society and the way of life
A
Cultures in lives
Cultures in regions and their exchanges on the
world/Japanese life and tradition/The current
culture
B
The youth and the quest for themselves
C
Ethics in the current society
by Takashi SHIMURA 2010
Ⅳ-1 Geography in Social Studies curriculum



3rd is division of
high school Social
Studies subject in
1989 revision.
From this revision,
World History has
been compulsory
sub-subject.
This system has
marginalized
Geography in
curriculum, more
and more.
Ⅳ-2 Geography in Geography/History curriculum


After 1989, Geography has been in Geography/History
subject.
Aims of Geography/History subject in NC are follows.




1: Foster understanding and knowledge about historical
process in our land and the world
2: Foster understanding and knowledge about regional
characteristics of lives and cultures in our land and the world
3: Develop consciousness and quality necessary for a member
who live independently in democratic/peaceful state/society
in international society
This reveals that Geography/History have had
orientation forward understanding and knowledge than
previous sub-subjects, geography and history
potentially.
Ⅳ-2 Geography in Geography/History curriculum



Fig.6-b/c shows contents of history curriculum in
1989/2009. Amounts of contents and descriptions have
been changed.
But fundamental curriculum approach has never
changed. That theory is chronological approach what
has been traditional theory in Japanese history
education field after modern age.
There is complete contrast to geography curriculum
transition that experienced radical change around
1950’s and after 1970.
Table 6ｂ: "World History B" curriculum in 1989 and 2009
1989 v ers i on
(1) The origins of civilizations
2009 v ers i on ( pra cti ce f rom A pri l . 2013)
(1) A door to world history
introduction
(2) The formation of regions in the world
ancient
(3) West/South Asian cultural zone and east/west exchange
(3) The exchange and reorganization of regions in the world
middle
(4) The formation and development of European cultural zone
(4) The connection and transformation of regions in the world
modern
(5) The modern age and transformation of the world
(5) Coming of the global world
20c～
(2)
The formation and development of East Asian cultural
zone
(6) The world in 20th century
(7) Issues in the current world
by Takashi SHIMURA 2010
Ⅴ．Considerations of 2009 Geography curriculum change in subject
system
Ⅴ-1 Considering Geography curriculum in Social Steadies: before
1989
 Geography curriculum transition
 (1): The most important ： systematic approach from 1950’s.
 (2): Secondary： regional approach, especially in 1970’s.
 (3): Included civic contents just from in 1950’s.



Establishment of new compulsory sub-subject Current Society
happened on these traditional conditions in 1979. This new
subject had many contents like Geography.
Therefore Geography had to appeal its identity/character what
distinguish from Current Society.
Consequently, the solution of this problem was succeeding of
regional approach in addition to systematic one.
Ⅴ-2 Considering Geography curriculum in Geography/History:
after 1989



In 1989, Geography has been sub-subject in just
Geography/History.
Geography has continued its curriculum challenge. So,
Geography curriculum has adopted topical (issue oriented) and
concepts oriented approach. Typical is Geography A in 1999
version.
From the view of History education, these changes have been
unique.



This chronological approach is orthodoxy in Japanese education.
The curriculum approach that is the comparison/par to orthodox
chronological approach is regional geography.
In Geography/History subject, understanding/knowledge has
been weighted than Civics, and Geography contents must
match/balance with History contents.
Ⅴ-2 Considering Geography curriculum in Geography/History:
after 1989

Under these conditions, we can
understand that 2009 version is one
solution in order to
promote/salvage Geography in
current curriculum system.

Geography A succeeds challenges
and adopts topical (issue)/concept
orientation.
Geography B integrates challenges
and tradition including regional
geography elements.

Ⅵ．Discussions





Institutional/legal aspect of curriculum critical in Japan．
Civics teacher are willing teach Geography, History teacher are
not on the contrast
And numbers of geography specialist teachers have been
little/short in our field.
Then many civics teachers, who had learned geography just only
in secondary school not majored in University, had supported
Geography lessons in high schools.
But, after 1998, these situations have changed
Fig.7: Non-geography teachers view of geography contents (1998)
Major realm in
University
person
Good contents at teaching(%
in total)
Weak contents at teaching(%
in total)
42.9%
45.7%
Topographical map(37.7)
59.1%
18.2%
World map projection and time
difference(36.2%)
45.5%
9.1%
History
35 Environmental issues(17.6%)
Climate(40.6%)
Politics/Econo
mics
States and their
22 groups/Territory and
border(16.2%)
Ethics
11 Geomorphology(16.2%)
Other
total
5 Races and people(16.2%)
73
Willing to teach Unwilling to teach
geography(% in
geography(% in
each major realm) each major realm)
Field work(36.2%)
Mining and industries(24.6%)
From MUSHA,Kenichi(2000):Teacher's view of high school geographical education: A case study of teachers other than geography at
Niigata prefecture . The SHIN-CHIRI,48(2),12-23
Ⅵ．Discussions





After 1989,Teacher’s certification has divided to
Geography/History and Civics.
There is trend that younger teachers acquire only one
certification of this couple, and teach only
Geography/History or Civics.
And younger teachers who have never learned
Geography in high school days are increasing rapidly.
Dose Geography/History certification teacher who has
no geography learning experiences in high school wish
to teach Geography as teacher?
When those teachers organize school curriculum in their
own schools, which sub-subject, geography or Japanese
History, do they select?
Ⅵ．Discussions





This January/2010, educational board of Tokyo Metropolitan
Government decided follows.
All state high schools should place Japanese History as
compulsory on every school curriculum in addition to World
History.
The reason is “Younger generation have not enough
understanding/knowledge about our country. More
understanding/knowledge about our country is necessary as
Japanese people”
Two compulsory sub-subjects, Japanese History and World
History, are enough for the request in N.C. of MEXT.
In consequence, enrollment of Geography must decrease in
Tokyo, where is the most influential place to all parts of our
country. We are afraid of diffusing this decision to other regions.
Ⅵ．Discussions



I know there are other substantial discussion points on our
history like follows.
(1): What is a significant of Geography in Geography/History or
Social Studies subject frame, with reference to educational goal?
(2): What is a meaning of regional geography learning in
geography education?

Reconsideration of regional geography is crucial in Japan. In my
personal view and little understanding about English geography
education history, Madingley is a meaningful place in this sense.
Because Madingley is the place where New Geography Teaching, that
replaced orthodox regional geography teaching, began and was diffusing
center place of new teaching in 1960’s like Frontiers in Geographical
Teaching.

But, from a current Japanese situation around Geography,
institutional/legal aspect of curriculum is serious problem.

Under this situation, Japan must look for current
Frontiers in Geographical teaching !
Thank you for
your listening !
Geography through my
office window ;
Autumn
Appendix 1: Our lesson in “Teaching of Social Studies/Geography/History
education in secondary school” in undergraduate 3rd year class)