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Unit 10—Handout 8 Questions for Refl ection 1. Who should decide what gets put into offi cial educational curricula? Who should decide what gets left out? 2. Which forces have attempted to bury this part of history and with what motivations? Which forces are trying to bring this history to light and with what hopes? 3. “There is the injustice of the massacre; the second injustice is if we don’t know of it.” What is your opinion about this statement? 4. Why has Japan never apologized or compensated victims of the Nanking Massacre and of the other Japanese atrocities during WWII? What reasons do they have to deny the massacre and other war crimes? 5. What is your reaction to the statement that many deny that this massacre ever happened? 6. Is it possible, after such atrocities, to move on to Peace and Reconciliation? Why, or why not, and how can this be done? Why might it be important? 251
Unit 10—Handout 9 The Controversy in Japan: Another Phase of the Controversy By M. Kajimoto In August 1993, four years after the demise of Emperor Hirohito, a signifi cant transformation took place in Japan’s offi cial stance on the nation’s role during World War II. That month, Hosokawa Morihiro became the fi rst prime minister who did not represent the longdominant Liberal Democratic Party (LDP) in 38 years. Immediately after he took offi ce, Hosokawa formally announced, “It [the Sino-Japanese War and the Pacifi c War] was a war of aggression, and it was wrong.” On August 23, in his maiden policy speech to the Diet, Hosokawa apologized for Japan’s past aggression and colonial rule for the third time. “I would thus like to take this opportunity to express anew our profound remorse and apologies for the fact that past Japanese actions, including aggression and colonial rule, caused unbearable suffering and sorrow for so many people,” said Hosokawa. In 1995, the Diet passed a resolution on Japan’s responsibility for World War II that acknowledged the nation’s guilt for “acts of aggression” and “colonial rule.” However, the compromise statement was criticized in some Asian countries due to its lack of the word “apology” and of any reference to specifi c brutal acts committed by Japanese troops during the war. The same year on August 15, the 50th anniversary of the end of WWII, Prime Minister Murayama Tomiichi went much further than the resolution by stating: During a certain period in the not-too-distant past, Japan, through its colonial rule and aggression, caused tremendous damage and suffering to the people of many countries, particularly those of Asia. In the hope that no such mistake will be made in the future, I regard, in a spirit of humanity, these irrefutable facts of history, and express here once again my feelings of deep remorse and state my heartfelt apology. “Such a conciliatory domestic environment,” writes historian Yoshida Takashi, the co-author of The Nanjing Massacre in History and Historiography, “provoked intense challenges” from Japanese conservatives and nationalists. Senior LDP politicians such as environmental agency chief Sakurai Shin and education minister Shimamura Yoshinobu continued to make statements that played down Japan’s wartime aggression between 1994 and 1995. When interviewed by a national newspaper, Mainichi, in May 1994, newly appointed justice minister Nagano Shigeto told the paper that the Pacifi c War was a war of liberation and the Nanjing Massacre was a mere “fabrication.” His perception of Japan’s involvement in WWII and his remarks on this specifi c historical incident infuriated the Japanese people as well as people in China and South Korea. Two national newspapers, Asahi and Yomiuri, criticized Prime Minister Hata Tsutomu for not taking immediate action. Consequently, Nagano was forced to resign only ten days after taking offi ce. Hata subsequently sent a letter of apology to his Chinese counterpart, Li Peng, and telephoned South Korean President Kim Young Sam. At this point in the mid-1990s, the Nanking Atrocities once again came forward in the political arena, creating a foundation for another phase of ongoing polemic. The vanguard was a professor of education at Tokyo University, Fujioka Nobukatsu. Frustrated by the “pervasive Tokyo War Crimes Trial view of history” and “masochistic” descriptions of Japan’s imperial past in school textbooks approved by the Ministry of Education, Fujioka and his collaborators co-founded Jiyushugi Shikan Kenkyukai, or the Association for the Advancement of A Liberalist View of History, in January 1995, and Atarashi Kyokasho wo Tsukuru Kai, or the Society for Creating New History Textbooks, in December 1996, aiming to revise what he dubbed 252
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Each of us has cause to think with
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Preface The publication of the seco
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ESSENTIAL QUESTIONS THAT WILL FOCUS
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Unit 1—Handout 1 Our Human Rights
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I was little and had short straight
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Questions for Discussion 1. Did you
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Bob: Those black guys in the high s
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dislike for good and suffi cient re
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Unit 1—Handout 7 Prejudice by Ire
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Riots, like most problems, have man
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Unit Two Atrocity, Massacre, Genoci
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thoughtful defi nition(s) they choo
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Genocide has taken place throughout
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Holocaust and Genocide - Is There a
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Unit 2—Handout 5 The Defi nition
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Unit 2—Handout 8 VIOLENCE HATE PR
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Japan so desperately needed to dest
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Japanese Military and International
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WWII in the Pacifi c (1941-1945) In
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Tora! Tora! Tora! (1970). DVD. 20th
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Shaded area is the Nanking Internat
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will be lost or wrecked or utterly
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of these not realizing the Japanese
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Unit 4—Handout 12 The Ambassador
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screamed, “Now that you are gone,
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Unit Five Military Sex Slaves Recru
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Although military prostitution has
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Unit Six Biological and Chemical We
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These CBW camps and research labora
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Survivor of Bubonic Plague, Jiang L
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Students were compelled to bow towa
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Questions for Discussion 1. What is
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Japanese, Chinese, perhaps victims
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ESSENTIALS QUESTION THAT WILL FOCUS
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Sides, Hampton. Ghost Soldiers: The
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Unit 8—Handout 6 Members of the I
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Selected Rescuer Profi les A Letter
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George Ashmore Fitch (1883-1979) Ge
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Jing Zhe-qiao, Xu Kai-ji (Director,
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Dr. Chang (Doctor, Nanjing Drum Tow
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I’ll close today’s entry with t
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Unit 8—Handout 9-1 John Rabe (188
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anyone who tried to defend themselv
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