Eugenics and Education in Post-war Japan

Abstract

The growth and dissemination of eugenic thought and practice in post-war Japan had a considerable impact on education in general, and teaching methodology in particular, both directly and indirectly. Whether consciously or not, Japanese teachers and educationalists were obliged to position themselves with regards the eugenic regime of the day. At the same time, eugenic policies and the view of the child they promoted influenced not only educational practices but also the attitudes of parents, teachers, scholars and politicians towards children-pupils.This paper examines Japanese literature on the subject, which generally focuses on children with disabilities and the education system’s role in disseminating eugenic thought. It also explores how eugenic ideology influenced the implicit and explicit tenets guiding the educational practices adopted for “normal” children, notably nōryokushugi (“ability-ism”). As well as being a key principle in the Japanese workplace, nōryokushugi dominated Japanese educational thought from the late 1950s onwards. The article concludes by exploring how eugenics influenced the post-war principle of educational equality and how it shaped the behaviour of all those involved in education provision.