This piece raises a sharp critique of
the current state of education in Japan, nearly three decades after the country
ratified the Convention on the Rights of the Child. Drawing on survey results
from active teachers, it questions the shallow understanding and misconceptions
surrounding children’s rights, as well as the lack of
initiative hidden behind the excuse that “there are no
appropriate teaching materials.” It is a warning
against an educational culture that refuses to learn about children’s rights together with children themselves.
The Convention on the Rights of the
Child and Teachers
On April 22, 2022, Japan marked its 28th
year since ratifying the Convention on the Rights of the Child.
The Convention guarantees the human rights
of all children under eighteen.
Yet legal frameworks aligned with the
Convention have not been sufficiently developed—an embarrassing delay for
Japan.
At last, a “Children
and Families Agency” was established, yet related
ministries remain locked in turf battles.
The “Basic Act on
Children,” to be enacted next spring, is adorned with
lofty concepts and decorative language.
“Save the Children Japan” (NGO), an organization supporting children, conducted a survey.
In March of this year, it was administered
online to active elementary, junior high, and high school teachers nationwide.
Responses were received from 468 teachers.
To the question, “Do
you know about children’s rights?”
5.6% answered, “I
do not know them at all.”
24.4% answered, “I
only know the name.”
21.6% answered, “I
know the contents well.”
48.5% answered, “I
know a little about the contents.”
Question 1: Nearly half say they “know a little.”
If one works in education, simply having
heard or seen the term may count as “knowing.”
The real issue is whether they understand
the contents deeply and correctly—this remains unclear.
Question 2: Nearly 30% either do not know
them or know only the name.
This suggests that a fundamental
understanding of children’s rights has not even been
established.
27.6% of teachers held the mistaken belief
that
“Children can exercise their rights only by
fulfilling duties and responsibilities.”
This is hardly surprising.
It reflects the reality that teachers
themselves have not been properly educated about “human
rights.”
If we add those who “know only a little,” we must conclude that
roughly 80% lack sufficient understanding.
Question 3: What does it mean to say, “There are no appropriate teaching materials”?
What qualifies as “appropriate”?
Is it that they do not teach because there
are no materials?
That they cannot teach because there are no
materials?
Is the absence of materials merely an
excuse not to learn or not to teach?
With or without materials, there is no will
to learn.
Without interest, there is no desire to
learn.
Even if materials were provided, would they
truly study? That is doubtful.
For many, “researching
materials” means only reading the teacher’s manual.
They abandon the ability to create their
own materials.
Like moral education textbooks, they seek
simplified resources that can be taught merely by reading.
They do not digest their own thoughts and
convey them meaningfully to children.
They blame busyness and choose not to
learn.
They justify their inaction by claiming the
absence of materials.
Without understanding children’s rights,
without even attempting to understand them,
many teachers still stand at the podium.
They chant “respect
for human rights” like a slogan,
yet it neither resonates in their hearts
nor takes root in practice.
Corporal punishment, deaths under guidance,
bullying, silent exclusion—
these are not learned as violations of
human rights.
School education continues, unattended by
teachers who lack the will or interest to teach these matters.
They refuse to learn about children’s rights together with children.
The Convention on the Rights of the Child
is inconvenient
for those who wish to keep children
subordinate.
They fear losing authority—
fear that children will no longer obey
orders unquestioningly.
※ I have conducted outreach lessons
using the Convention on the Rights of the Child as teaching material. Through
methods few have seen, I have offered public demonstration lessons for
teachers. Welfare education, too, teaches respect for human rights. Without
learning, the roots of education—as a human endeavor—can never grow deep and
strong.