Abstract
As globalization continues to accelerate, history education in various countries has encountered new challenges. In Japan, the shortcomings of traditional history education methods—characterized by rote memorization and excessive cramming—have become widely acknowledged. As a result, the cultivation of critical thinking skills has been identified as a pivotal objective for history education in this new era. In response, many history educators have developed and implemented innovative pedagogical approaches. As a practitioner of history education, the author has observed, through practical experience, that while many students from Japan and China possess a certain degree of knowledge about each other's history, they continue to harbor psychological barriers. These barriers are recognized as a significant underlying factor contributing to mutual misunderstandings and mistrust between the peoples of Japan and China. To address this issue, the author has prioritized the development of historical imagination as a core educational principle. Over the past several years, efforts have been undertaken through a process of trial and error to mitigate these challenges and foster a deeper understanding. This paper examines these educational initiatives and, through their analysis, presents the author's evolving perspective on the role of history education in addressing contemporary challenges in a globalized world.
https://ror.org/0151bmh98 
