Moral Values Education: Characterizing Japan and Norway's Primary School Curriculum

Abstract

The idea of moral values education as a formal subject in the curriculum has waxed and waned; however, considering the rapid rate in which societies are evolving, it is clear that moral values education is as important as ever. In order to insure that children and young adults are prepared to become active and educated participants and decision-makers in modern society, they must be guided responsibly by moral and democratic principles. This thesis is a comparative perspective of moral values education in the primary school curriculum of Japan and Norway, which considers both of these nation’s unique historical and cultural foundations, as well as the evolution of the philosophy of education in each society. The aim of the paper is to characterize moral values education in Japan and Norway and to determine what is distinctly Japanese and Norwegian in terms of moral values education in the primary school curriculum. The study is situated within the interpretivist paradigm and is mainly qualitative in nature. I have chosen a multi-method approach which includes reviews of historical events connected to the foundation of moral values education, and a comparative and evaluative design of the current national core curriculum as it outlines the goals of contemporary moral values education. As a starting point, my inquiry examines the historical development of the national education system and the philosophy of education in both Japan and Norway. Specific attention is paid to the conception and understanding of moral values and the element of democratic education in terms of the curricular rhetoric. John Dewey’s conception of democratic education and sociological concepts from cross-cultural studies are the guiding principles used in analyzing the findings. The conclusion of this thesis is that despite contrasting educational foundations, a unique philosophy of education inspired by different cultural traditions has evolved in both Japan and Norway. From the early foundations of the educational system through today, this philosophy of education has enabled a distinctive approach to the development and implementation of ideas surrounding moral values education. Key Words: Moral Values Education, Primary School Curriculum, Japan, Norway, Democratic Education