近隣諸国条項―成熟した国の姿を示す

--The Asahi Shimbun, April 2
EDITORIAL: Textbook screening provision is testament to Japan’s maturity
近隣諸国条項―成熟した国の姿を示す

How should sensitive issues concerning modern and contemporary history and territorial disputes be taught at school? This question is debated almost annually at this time of the year, when the results of the education ministry’s screening of school textbooks are announced.
　近現代史や領土の問題をどう教えるべきか。教科書検定の結果が公表されるこの季節、毎年のように議論がくり返される。

The question is particularly relevant this year because it was the first textbook screening since the Liberal Democratic Party returned to power. During its campaign for the December Lower House election, the LDP promised to review a provision requiring the government to pay consideration to Japan’s past relations with neighboring countries when screening school textbooks.
　とりわけ今回は、自民党が総選挙で「近隣諸国条項の見直し」を掲げて政権についてから初めて出される検定だった。この機会に改めて考えたい。

The stipulation is part of the screening standards. It calls for “necessary consideration from the viewpoint of international understanding and cooperation” in dealing with topics concerning Japan’s relations with its Asian neighbors in modern and contemporary history.
　この条項は検定基準の一項目であり、アジア諸国との近現代史の扱いに「国際理解と国際協調の見地から必要な配慮」をすると定めている。

Critics argue that this regulation makes it easier for foreign countries to interfere with the content of Japanese school textbooks and helps create textbooks with “self-deprecating and biased” content.
　これが外国からの教科書への口出しをしやすくし、教科書を「自虐的で偏向した」内容にしているとの批判がある。

Indeed, we inevitably feel uncomfortable when our own school textbooks are criticized by other countries.
　たしかに教科書の書きぶりを他国からあれこれ言われるのは気持ちのよいものではない。

But there is no denying the importance of teaching children both light and dark sides of history and thereby helping them develop respect for other countries, not just in Asia but all over the world.
　しかし、そもそも子どもたちに歴史の光と影の両面を教え、アジアに限らず世界の国々を尊重する態度を養うことが大切なのは当然である。

Rather than as part of the screening standards, the stipulation in question has been serving as a declaration of our country’s commitment to seeking international cooperation and teaching history in an objective manner without lapsing into self-righteousness.
　わが国は国際協調を重んじ、独善に陥ることなく、客観的に歴史を教える。この条項は実際の検定基準としてより、内外にその姿勢を示す宣言として働いてきた。

This stipulation reflects Japan’s soul-searching about its militarist education before and during World War II. Abolishing this proviso would send neighboring countries the message that we will stop considering their feelings.
もちろん、そこには戦前の教育への反省が込められている。
　条項を削れば、近隣諸国にわざわざ「配慮をやめる」とメッセージを送る意味を帯びる。

In addition, it is hard to claim that Japanese school textbooks are written in a way dictated by other countries because of this stipulation.
　また、条項があるゆえに日本の教科書が外国の言いなりに書かれているとは言いがたい。

This year, for instance, a passage saying that the Senkaku Islands, the source of a bitter territorial dispute between Japan and China, belong to Okinawa Prefecture was added to descriptions in a textbook after the education ministry urged the publisher to make it clear that the islands are Japanese territory.
　たとえば、今回は尖閣諸島が日本の領土とわかるようにとの意見がつき、「沖縄県に所属する」と加筆された例がある。

In recent years, both China and South Korea have repeatedly protested descriptions concerning territorial issues in Japanese textbooks. But the education ministry has not sought changes in the criticized descriptions in response to their protests.
　領土の記述には近年、中韓から抗議が繰り返されているが、文部科学省はそれを受けて書きかえを指示してはいない。

The Ministry of Education, Culture, Sports, Science and Technology says that, to the best of its knowledge, the last time it issued a screening instruction based on the provision was in fiscal 1991, and there has since not been a single case to this day.
　文科省によると、条項に基づいて検定意見がついたのは確認できるかぎり９１年度が最後で、今回もなかった。

The stipulation was established more than three decades ago after China filed a protest against a reported revision to textbook descriptions concerning Japan’s war with China during the screening in fiscal 1981.
At that time, many Japanese media, including The Asahi Shimbun, reported that Japan’s “invasion of north China” had been changed to Japan’s “advance to north China.”
　この条項は８１年度検定で「華北を侵略」が「華北に進出」に書きかえられたと朝日新聞を含む多くのメディアが報じ、中国などから抗議を受けてできた。

Behind the argument for reviewing the provision are the views that there was actually no such change and that the rule was born out of a misunderstanding of fact.
実際は書きかえはなく、事実誤認から生まれた条項だという見方が見直し論の背景にはある。

News media should regret their false reports. But the ministry has acknowledged that there were actually cases in which the word “invasion” in textbook descriptions of Japan’s wartime acts was changed to “inroads” or “advance” as a result of screening in that and other years.
　誤報は反省しなければならない。ただ、「侵略」を「侵入」「進出」などに変えた事例はこの年や過去の検定で他にあったと文科省は説明している。

It would be unfair to say the decision to establish the provision was based on a mistaken judgment.
条項を作った当時の判断までが誤りだったとはいえない。

If misguided protests are made over Japanese textbooks, the government can simply dismiss them by providing detailed explanations based on accepted academic theories.
　的外れな抗議があったときはきちんと学説をふまえて説明すればよい。

If Japan acts as a calm and mature nation, Japanese children will grow to be proud of their country in due course.
冷静で成熟した国の姿を示せば、子どもたちの誇りはおのずと育まれる。