2007 Volume 59 Issue 5 Pages 402-415
The purpose of this paper is to demonstrate that there is some latitude in the descriptive contents and teaching methods under the Japanese system of textbook authorization.
To achieve this purpose, after the introduction, the second chapter describes features of the textbook authorization system during prewar times. We refer to the transition and the organization of the textbook authorization system. The third chapter presents a number of issues and writers of geography textbooks. We examined relations between the guidelines and the rules for junior high school geography textbooks, and we divided this evolution into periods: prior to 1902, 1902–1919, 1919–1937, and after 1937. The fourth chapter presents specific content of the geography textbooks during each period. We clarify the concrete content of the geography textbooks during each period and the differences in methods.
From the examination of these textbooks, we concluded that some latitude can be observed in the descriptive contents and the teaching methods in textbooks under the textbook authorization system. We learned of the existence of various views of geography education.
