On the Educational Significance of Historical Textbooks for Adolescents' Ideological Consciousness, and Their Impact on Sino-Japanese Relations — Taking the Changes in Narrations on the War of Resistance against Japan in Chinese and Japanese History Textbooks as an Example

Abstract

Significant disparities exist in the narratives of the Sino-Japanese War (1931-1945) as presented in Chinese and Japanese history textbooks. Both countries, influenced by their unique political, economic, and cultural stances, have made diverse revisions to their history textbooks at different times. This paper compares narrative changes in the history textbooks of both countries, contending that textbook revisions aim to shape adolescents' ideological consciousness and historical perspectives, influencing their political socialization tendencies and behaviors. As Japan refashions its historical textbooks, it impedes the young generation's ability to glean insights from history, potentially cultivating a cohort characterized by unwarranted arrogance yet lacking a sense of responsibility. The ongoing discourse surrounding historical textbooks consistently rekindles poignant memories among the Chinese populace, instilling fears of Japan repeating the errors of militarism and consequently, fortifying the younger generation's recollection of a humiliating past. China and Japan, not only wielding significant influence on regional security in East Asia but also playing pivotal roles in global peace and stability, should embrace equitable and amicable exchanges. Such exchanges can foster increased mutual trust and reciprocal benefits, representing the appropriate path for China and Japan, nations separated by a narrow body of water with a longstanding history of friendship.