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Social Justice Developed At The Beginning Of Vocational Guidance In Japan?

2182 Words9 Pages

The purpose of this presentation is to explore how the ideas for social justice were developed at the beginning of vocational guidance in Japan. In Japan, the word vocational guidance is now called career education. The word ‘vocational guidance’ was introduced to Japan in 1915 and then the word changed twice. The second word ‘career guidance’ appeared in 1957 and the third ‘career education’ in 1999. These changings show the evolution of career education today.
There are two principal professionals who not only initiated and developed vocational guidance in Japan, but also were the propagators of social justice for vocational guidance in the early 1900’s in Japan.
One of these professionals is Dr. Sandaya, Hiraku who founded the Osaka …show more content…

The word ‘vocational guidance’ was introduced to Japan in 1915 and then the word changed twice. The second word ‘career guidance’ appeared in 1957 and the third ‘career education’ in 1999. These changings show the evolution of career education today.
There are two principal professionals who not only initiated and developed vocational guidance in Japan, but also were the propagators of social justice for career education in Japan. One of these professionals is Dr. Sandaya Hiraku who founded the Osaka Municipal Child Guidance Center (hereinafter called "the Center") and initiated vocational guidance for the first time in Japan. Another professional is Mr. Misao Mitsuhashi who reformed a fragmented primary school as a principal through implementing vocational guidance. Consequently the reformation let students to regain the right to learn at school.
This presentation demonstrates that these two professionals and their institutions provided the emphasis and laid the foundation for social justice in vocational guidance in Japan, and will also add to and contribute towards the development of social justice in career education and career education activities …show more content…

Mitsuhashi wrote his second book titled Process of Educational Reform, which contained three years and eight months practices as a principal of the primary school. These practices reformed and changed the school. One of most characteristics of these practices was monthly school trips. There were school trips every month in every grade at the school. The students at lower grades went on a trip around local places, such as, the post office, railroad station and other vocational related places. The students in the upper grades visited upper schools, workplaces, city hall, employment office and other places of real life work. The places were supposed to be selected for the students’ vocational

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