Direction of History Education for East-Asian Co-Prosperity: Paradigm Shift from Teaching History to Teaching Historiography
The birth of every modern nation necessitates the creation of a story about its people and its traditions; this story forms part of the national history of that country and fosters a national consciousness. Two World Wars took placein the first half of the twentieth century, and it was known to have been brought about by a combination of extreme nationalism and imperialism, along with national consciousness. Japan, at the time, was brimming with such feelings of nationalism; they not only colonized Taiwan and Korea using military force but also planned to expand their rule in China, Southeast Asia and the Pacific. This resulted in the Sino-Japanese and Pacific Wars as well as in enormous damage to various nations and ethnic groups. Therefore, Japanese history education after World War II began with the regret for modern Japans militarism and nationalism. This is one generalized reason why in history education in Japan,historical events and figures are taught matter-of-factly, without emphasis on national consciousness. Korea, China, and other Asian nations, however, aimed to build new nation-states after World War II. Therefore, when writingthe stories of the formation of their nations, œanti-Japanese sentiments and theneed for œliberation became fair subject material. It can be said that t he timelag in modernization efforts between Japan and other Asian countries, as wellas the rising of a national c o nsciousness, was a reason for the later conflictabout historical recognition.