Japanese Textbooks Research Articles

Image of the Aged : As Found in Postwar Japanese Textbooks for Elementary School Language

Image of the Aged : As Found in Postwar Japanese Textbooks for Elementary School Language

耳血腫について 耳血腫破裂症例の報告および文献的考察

Auricular hematoma is not rare condition and its prognosis has been considered to be good in Japanese textbooks. Recurrence of the hematoma, however, frequently occurs by use of simple aspiration or incision, and a pressure dressing. In this paper, we report a case of ruptured othematoma and review the biliographies concerning the pathology and treatment of othematomas. A 37-year-old man sustained a fist blow to his left ear at the beginning of May, 1989. He was first seen with auricular hematoma on July 4, but refused a surgical treatment. The laceration of the skin overlying the hematoma occurred by once more fist blow on July 26, with the upper auricle divided into anterior and posterior parts. The auricular cartilage was broken into several pieces, some of which attached to the anterior side and the others to the posteriors side. Under general anesthesia, fibrin glue was applied to the dead space after irrigation, minimal debridement, and removal of the clots. Four horizontal mattress sutures were put through the entire pinna after the anterior skin was protected by fluffed gauze with antibiotic ointment and the posterior skin by buttons. The dressing was allowed to remain in place ten days and was then removed. Nine months after the operation the pinna appeared almost normal. In recent reports, the othematoma is considered to occur between the perichondrium and the cartilage, or within the cartilage. Various techniques have been applied to treat the othematoma, which are classified into three types: incision and drainage, pressure dressing with splinting mold, or with mattress suture. Treatment of choice is discussed, with reviewing the advantages and disadvantages of each method.

いま家族に何が起こっているのか-問題提起-

Up to this day, it is said that Japanese family has become nuclear family in its form after the world War II. Most Japanese textbooks of family sociology still show it in some way. However, since the period of high economic growth, the rate of nuclear household has not increased. It has in fact decreased. Most textbooks show the increase in the proportion of the nuclear household, which includes the rates of the household composed of a married couple and a single person household. It is true that the rates of a couple household and a single person household have rapidly increased, but it is not correct to lump them together. I present my idea which is maybe called “the family diversification theory”. In this theory, I explain that Japanese family has diversified particularly since the period of high economic growth.Industrialization as an explanatory variable can explain how the nuclearization of the family had occured. But, it can not explain how such diversification of the family has taken place. We must find another explanatory variable and a mediating variable. Here, I suggest a change in the family life cycle pattern as a mediating variable derived from the aging of the population structure which is an explanatory variable.

Nutrition Education with Special Reference to Health Problems (1) : A Critical Evaluation of Japanese Textbooks of Home Economics concerning the Function of Nutrients

Nutrition Education with Special Reference to Health Problems (1) : A Critical Evaluation of Japanese Textbooks of Home Economics concerning the Function of Nutrients

Libres propos sur le Japon d'Hiro-Hito

Free comments on Hirohito's Japan, Ienaga Saburô. In this exclusive interview, a historian, who led a long battle against the State concerning the historical accuracy of Japanese textbooks, comments very freely on Hirohito's role during the last World War and conveys his feelings on the Japan of yesterday and of today.

The Japan/United States Textbook Study Project: Perceptions in the Textbooks of Each Country about the History of the Other

THE Japan/United States Textbook Study Project, of which I myself was a member-participant, was funded generously by a grant from the Japan/US Friendship Commission, and it was in every sense a cooperative effort among the Japan Textook Research Center and the International Society for Educational Information in Tokyo and the National Council for the Social Studies in Washington, D.C. The overall purpose of this joint undertaking was to seek improvement in the quality of textbooks in both Japan and the United States. Specifically, however, the goal of our research was to seek improvements in the treatment each country gives the other in their respective textbooks and to do this by means of a review of certain selected, widely used history, geography and other social studies textbooks in lower and upper secondary school social studies courses in Japan and junior and senior high school courses in the United States. One statistic may be informative: 14 Japanese and 28 American social studies textbooks, Grades 7 through 12, were exchanged and reviewed by our project participants. The Japanese textbooks included civics, geography, history, world history and Japanese history books; the American textbooks included United States history, world history, geography and world culture books.

Erroneous descriptions of Pogonatum inflexum in some Japanese textbooks

Erroneous descriptions of Pogonatum inflexum in some Japanese textbooks

Review of: Anzai Shin, Religion in the Japanese Textbooks, Vol. 3: Japanese History

Review of: Anzai Shin, Religion in the Japanese Textbooks, Vol. 3: Japanese History

Review of: Fernando M. Basabe, Religion in the Japanese Textbooks, Vol. 1: Ethics and Society

Review of: Fernando M. Basabe, Religion in the Japanese Textbooks, Vol. 1: Ethics and Society

The historical significance of the japanese textbook lawsuit

In 1960, Ienaga Saburō, Professor of Japanese History at Tokyo University of Education and the author of many books on Japanese history, began a long series of court actions to have the Ministry of Education's system of certifying all textbooks used in Japanese schools declared unconstitutional. In the following essay, written exclusively for the Bulletin Professor Ienaga provides an historical background to government control of education in Japan and reviews his long struggle against government censorship of books used in Japan's schools.

The Pacific War in Japanese and American High Schools: A Comparison of the Textbook Teachings

IN 1965, Saburo Ienaga, Professor of Japanese History at the Tokyo University of Education, filed a court suit against the Japanese Ministry of Education for one million yen. The plaintiff charged that the Ministry violated his freedom of expression guaranteed in the new post-war constitution by requiring him to revise or expunge as many as 200 passages before authorizing his Japanese history textbook for senior high schools. Since a spate of other authors and scholars publicly supported Professor Ienaga's position, the case received widespread attention throughout the Japanese academic world. It has finally come before the courts in 1968 and is now being challenged by the Ministry of Education. As a result of this case, a study was begun last year of the coverage of the Pacific War in Japanese textbooks, since a number of the disputed passages in Professor Ienaga's social studies textbook concerned Japanese participation in World War II. The textbooks in Japanese history from the following six Japanese high schools were selected for the study: Mitaka High School, an average public high school; Hibiya High School, one of the most prestigious high schools in Japan famous for the inordinately high number of its graduates annually entering Tokyo University; Fukashi High School in Matsumoto, a typical public high school located in the provinces; Taisei High School, an average private school; Suginami High School, a large urban public school; and Kyoikudai High School, a national high school attached to the University of Education. Selected classroom visits were conducted, accompanied by interviews with relevant teachers. Since the two major combatants of the Pacific War were Japan and the United States, the original study was extended in 1966 and 1967 to include the teachings of the Pacific War in six American high schools for a comparative analysis. Selected schools were visited for classroom observations, interviews, and the compilation of the chapters related to the Pacific War in the textbooks in use at that time. Although the following schools were as representative as any small number of American high schools can be, they were selected primarily because of their accessibility during the author's four-month visit to the United States: High Point High School, High Point, North Carolina; Wilmington High School, Greater Boston, Massachusetts; Whitney Point Central School Whitney Point, New York; Berwick High School, Berwick, Pennsylvania; Bloomsburg High School, Bloomsburg, Pennsylvania; and McKinley High School, Honolulu, Hawaii.