そこまで言って委員会NP 2024年10月13日 日本の歴史を探求！「国史教科書」徹底検証ＳＰ！
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Short filmTranscript
00:00:00Today is October 13th. Do you know what day it is?
00:00:07From October 13th, 1600 to October 21st,
00:00:11the battle of Otsujo, which is said to be the first battle of the battle of Sekigahara,
00:00:17which was held around Otsujo, the country of Omi, began.
00:00:21How many people know about the battle of Sekigahara, but how many people know about the first battle?
00:00:28It's been a long time since I learned Japanese history,
00:00:31so I don't remember much of the details.
00:00:34I think there are many people who say that,
00:00:37but there is also a popular textbook for such people to enjoy as a reader.
00:00:43It is a national history textbook of Reiwa,
00:00:46which is represented by Mr. Takeda Tsuneyasu,
00:00:49who is known as the late emperor of Meiji.
00:00:52It's young.
00:00:53It was approved by the Ministry of Culture, Sports and Tourism for the fifth time
00:00:57by the Ministry of Education and Science, which is the representative of the junior high school textbook.
00:01:01It has been used in junior high schools adopted since the 7th year of Reiwa.
00:01:06It is also sold in stores.
00:01:09In the front page, which is said to be related to tourism,
00:01:12it is said that it is helpful not only for junior high school history learning and high school exams,
00:01:16but also for teachers to use it as a reference for their classes
00:01:19and for society to re-learn national history.
00:01:24It is written.
00:01:26In this textbook, there are technical terms such as
00:01:31the solution to the issue of security, and the illegal election of Takeshima.
00:01:36Some Korean media said that
00:01:38the Korean government called for a meeting with the Japanese ambassador in the middle of the meeting.
00:01:46Today's Sokomadeittei Inkai N.P. is...
00:01:49I'm sorry to say this, but I have one more family member.
00:01:53Congratulations!
00:01:55It's the second son's birthday.
00:01:58As a celebration of Mr. Takeda Tsuneyasu's second son's birthday the other day,
00:02:04a special edition of a special textbook from the Reiwa period,
00:02:08which marked the birth of Japan to the present day.
00:02:12Mr. Takeda, what is the title of this textbook?
00:02:17Before the war, the subject of history was called national history,
00:02:22but the GHQ prohibited the use of this word,
00:02:25and it became known as history or Japanese history.
00:02:29This is the first textbook to be called national history after the war.
00:02:34Toshi...
00:02:35Speaking of Japanese history,
00:02:37it is the history of Japan that foreigners learn,
00:02:40and it is extremely objective.
00:02:42However, national history is the history of Japan for the Japanese by the Japanese,
00:02:47and its content is different from Japanese history.
00:02:50This is emphasized.
00:02:53This time, from the textbook,
00:02:57ancient history, Muromachi Sengoku period,
00:03:00Bakumatsu Meiji Isshin,
00:03:02and modern history before and after the war.
00:03:05We will pay attention to the different techniques of expression from the previous textbooks,
00:03:09and thoroughly examine the unique sense of history that Mr. Takeda and Mr. Shippetsu were particular about.
00:03:16So,
00:03:17Mr. Motohiko Izawa, a writer known for his history fiction,
00:03:21and the Japanese history of counter-arguments.
00:03:24Mr. Shugichiro Kanaya, a history commentator,
00:03:27and a bestseller educational writer.
00:03:30Mr. Shougo Imamura, a writer who won the Naoki Prize in 2022 for his history novel,
00:03:37Saio no Tate, which is based on the battle of Otsujo, which was introduced at the beginning of the program.
00:03:42In addition,
00:03:43Mr. Yamazaki Renashi, the historical woman of the entertainment world,
00:03:47who works as a personality on a radio program with Mr. Imamura.
00:03:53We will have a thorough discussion on the history of Japan with our familiar committee members.
00:04:00Sokomade Itte Yukai LP
00:04:02Passed the exam
00:04:05Takeda Tsuneyasu's History Textbook Thorough Exam Special
00:04:20Hello.
00:04:21Hello.
00:04:22Sokomade Itte Yukai LP
00:04:24Passed the exam
00:04:27Takeda Tsuneyasu's History Textbook
00:04:30We will have a thorough discussion on the history of Japan with our familiar committee members.
00:04:33Today's star, Mr. Takeda, will participate from the throne.
00:04:36Nice to meet you.
00:04:37Nice to meet you.
00:04:41I can't calm down here.
00:04:43It's a throne, but it's like the king of the Arabs.
00:04:48It's far from the image of a history textbook.
00:04:51I'm sorry for the equipment in the office.
00:04:54The birth of the second history, and the publication of the history textbook.
00:04:59Today, Mr. Takeda will do a special.
00:05:01Textbooks are really hard to get.
00:05:05At first, I submitted the manuscript, and after about 6 months, I was told to come to the result notice.
00:05:11I was given one that said I didn't pass, and it said everything was wrong.
00:05:15Where was it wrong? I wasn't told.
00:05:17It's not that it's going to be dropped.
00:05:19It's just a matter of whether or not you can say it academically.
00:05:22At first, I wrote it as I wanted, and after 4 or 5 years, I was cut off.
00:05:25It's not that something illegal passed.
00:05:28It was sharpened and passed in the best possible condition.
00:05:32But isn't it a little difficult?
00:05:34As a reader, as a person who has learned Japanese history once,
00:05:39Oh, so that's what it is.
00:05:41I made the highest-level textbook in China.
00:05:47If you do this well, you can go to any high school in history.
00:05:50That's what I was aiming for.
00:05:52I see.
00:05:53We're going to have some people who are familiar with Japanese history.
00:05:57First of all, the second member of the board,
00:05:59Kanaya Shunichiro, a history commentator and an educator.
00:06:03Thank you very much.
00:06:08Mr. Kanaya, how did you like it?
00:06:12Thick.
00:06:13Thick?
00:06:14You know, teachers are busy.
00:06:17I think it's pretty hard to get that right.
00:06:22Speaking of thick,
00:06:23I read a few of the American history textbooks used in the United States.
00:06:29A country with such a shallow history has such a thick textbook.
00:06:33It's like a pottery.
00:06:35Mr. Motohiko Izawa, a writer and historian.
00:06:41Mr. Izawa, this book.
00:06:44New Japanese History.
00:06:45What kind of book is it?
00:06:46It's a book that says,
00:06:47If you read a textbook approved by the Ministry of Education,
00:06:49you'll never know the history of Japan.
00:06:53Don't get me wrong.
00:06:54I'm not here to get into a fight with you.
00:06:57If you're dealing with a Ministry of Education official,
00:06:59you'll get caught up in your opponent's pace without knowing it.
00:07:01You're now involved in the dark side.
00:07:04I'm trying to get him back to the light side.
00:07:07And then?
00:07:08This is the first time he's been on the board of directors.
00:07:10He won the Naoki Award for Best Director.
00:07:12Mr. Shogo Imamura, writer.
00:07:17Your father was on the board of directors, too.
00:07:20It's rare to have two parents and two children.
00:07:23I've seen this show a lot.
00:07:25I've seen it a lot.
00:07:26That's why I was sure you'd be determined to be on the show.
00:07:32I've known the staff here for about 20 years.
00:07:38I see.
00:07:39I couldn't say no.
00:07:43There's also a book about history.
00:07:45It's also called the history of the entertainment industry.
00:07:47It's by Rena Yamazaki.
00:07:48Thank you for coming.
00:07:51Do you like history?
00:07:53I like history.
00:07:54I've been watching Taiga dramas since I was in elementary school.
00:07:58I don't want to do anything special.
00:08:00I'm not an expert like you guys.
00:08:02I'm just doing it as a hobby.
00:08:04I don't have anything to discuss.
00:08:08I was most worried about writing a questionnaire.
00:08:11That's right.
00:08:12The book itself is difficult.
00:08:14There's a story about Mr. Kadota's name.
00:08:17You may not have noticed this.
00:08:20On page 461, there is an introduction to my work.
00:08:28If you're interested, please take a look.
00:08:30It's on page 461.
00:08:33This time, we're going to talk about four different eras.
00:08:40Which one should we start with?
00:08:42I think we should go in order.
00:08:45Let's start with this one.
00:08:47Let's start with ancient Japan.
00:08:51Mr. Takeda, as a recommendation for the national history textbook,
00:08:56mentioned that there is a chronicle of Japan's long history in the Kanto region.
00:09:02Regarding this, Japan is the world's oldest country to exist.
00:09:08It was founded by Emperor Yamato in 1800.
00:09:13It has not changed at all since then.
00:09:17By showing the chronicle at the beginning,
00:09:20you can feel the length of Japan's history.
00:09:26And what's the difference from traditional textbooks?
00:09:311. The Masei Period
00:09:35Until now, Japan's Masei Period was not known to be the world's oldest.
00:09:42It's an important piece of information for Japanese people, so let's take a good look at it.
00:09:482. The Yamato Period of the Kofun Period
00:09:53It was called the Yamato Period before the war,
00:09:56but the GHQ banned the use of the word Yamato,
00:10:00so it was changed to the Kofun Period.
00:10:03However, in recent years,
00:10:05it has been shown that the Yamato Period should be used from the Gakkai.
00:10:10The Yamato Period was used in this examination.
00:10:14The period when the Heian Shrine was placed in Kyoto is the Heian Period.
00:10:18The period when the Heijo Shrine was placed in Nara is the Nara Period.
00:10:22The period when the capital was placed in Asuka is the Asuka Period,
00:10:26and the period when the capital was placed in Yamato is the Yamato Period.
00:10:31However, considering the examination,
00:10:34it is written as the Yamato Period, the Kofun Period.
00:10:403. The Japanese word is written as Yamato, not as Wa.
00:10:45In the past, before the Japanese word was established,
00:10:49the Japanese word was written as Wa.
00:10:52However, Wa is a different name given by the Chinese Emperor,
00:10:56so it should not be used mainly in the national history.
00:11:00It is thought that the Japanese word at that time was Yamato.
00:11:04Every time the examination was conducted,
00:11:06the Japanese word Yamato was written on the map.
00:11:10However, this time, many academic papers were submitted,
00:11:14and the notation of the Japanese word Yamato was recognized.
00:11:18It is the first time that the Japanese word Yamato has been used
00:11:21in the national notation of the map in a special textbook.
00:11:254. The history is written from the national notation legend.
00:11:30It was natural before the war, but it was restored for the first time after the war.
00:11:35In addition, the rule of Emperor Jinmu, etc.
00:11:39It incorporated the techniques of the Kojiki and Nihonshuki,
00:11:42which are necessary to know Japan.
00:11:455. The culture and civilization of Japan itself.
00:11:50In the past, it was understood that Japan was the cradle of Chinese civilization,
00:11:54and Japanese culture was accepted from the mainland.
00:11:58However, in this book, it is stated that it was the Japanese people
00:12:02who created the Masei Stone Age and pottery before Chinese civilization,
00:12:06and they have built their own culture and civilization.
00:12:116. The origin of Inasaku.
00:12:15Inasaku culture was transmitted from the mainland to the peninsula,
00:12:19but the latest research has shown that there is a route from the mainland to Japan
00:12:24and a route from Japan to the peninsula.
00:12:32In addition, Mr. Takeda emphasizes that the column on the history of the Dankei-keisho
00:12:37related to Koi is also emphasized as a point of this textbook.
00:12:44Speaking of Kofun,
00:12:46Mr. Takeda Tsuneyasu, who is a writer and also a practitioner,
00:12:49says that the time has come to build a tombstone for Japan,
00:12:54so he wrote a book called Zenpo Kouen,
00:12:58which proposes a new Kofun-bo.
00:13:01The content of the book is another story.
00:13:07So I have a question for you.
00:13:09What do you want me to write about ancient history in the next national history textbook?
00:13:16We have received various opinions from everyone.
00:13:20Ms. Yamazaki, how was the regional difference in Japan?
00:13:24When I look back at the time when I was a student,
00:13:28I often write about Nara and the areas that come up a lot,
00:13:32but I don't know much about anything else.
00:13:35So if I could understand the regional difference,
00:13:38I would like to write about it.
00:13:41Until the Heian period, I thought the Heian period was a time of making tombs,
00:13:46but in the local area, people still lived in vertical caves.
00:13:50At that time, there were still areas that felt almost like a foreign country,
00:13:55so it was a question of how to capture it.
00:13:58But if you look at Japan as a whole,
00:14:01there are still many areas that feel like a foreign country,
00:14:05so it's a question of how to capture it.
00:14:08But when you look at Japan as a whole,
00:14:11I think it is necessary to write more about the lives of the local areas.
00:14:18Mr. Yamaguchi, what do you think of the Yamataikoku?
00:14:21There were many places where Mr. Takeda's ideas were interesting.
00:14:25Among them, I was curious about whether the Yamataikoku was in Kinai or Kyushu.
00:14:30There are more than 200 theories.
00:14:32I think this is normal.
00:14:34The Makimuku Ruins you just mentioned,
00:14:37is it Sakurai City?
00:14:39Yes, it is Sakurai.
00:14:41It has been leaning towards the Kinai theory.
00:14:46Then, as Mr. Takeda pointed out,
00:14:49if the Yamataikoku and the Yamato regime coexisted at the same time,
00:14:55the Yamataikoku would be the Yamato-Ocho theory.
00:15:00Could it be that the Yamato-Ocho theory was created by
00:15:05Himiko and Iyo?
00:15:08Then, the Yamato-Ocho theory was stimulated by the Yamato-Ocho theory,
00:15:12so the Yamato-Ocho theory was created.
00:15:15You are very knowledgeable.
00:15:19The Yamato-Ocho theory is divided into the Kyushu theory and the Kinai theory,
00:15:24and it is not decided yet.
00:15:27The problem is really complicated.
00:15:30It is a level where many books can be written.
00:15:33As a middle school textbook,
00:15:35I didn't dare to write that there was no need to go any further,
00:15:39but my idea is to take the Kyushu theory.
00:15:42Oh, I see.
00:15:43Archaeologists say the Kinai theory.
00:15:46Historians say the Kyushu theory.
00:15:49Historically, literature and history are basically the same.
00:15:53If you interpret it in terms of literature and history, you can get to Kyushu.
00:15:57About 60 to 70% of the whole process has already been digested in the Korean Peninsula,
00:16:02so going to the Kinai theory is not geographical or geographical.
00:16:07It's a little far.
00:16:08It's a little far.
00:16:09I see.
00:16:10How about you, Mr. Izawa?
00:16:12I call it the Tosensetsu theory.
00:16:14In the end...
00:16:15Mr. Imada said Yamataikoku,
00:16:18but the pronunciation at the time was Yamato.
00:16:21At first, it was in Kyushu,
00:16:23and in the myth of the Yamato government,
00:16:26Emperor Jinmu was originally in Kyushu,
00:16:29and he came to the capital after his reign.
00:16:32The myth is that even if there is a beautification of the tradition of the ancestors,
00:16:35they don't lie much.
00:16:38So at first, the base was in Kyushu,
00:16:41and then it moved to Yamato.
00:16:43It is written in the Kojiki that it was Emperor Jinmu's reign,
00:16:47so there are some people who say that it is a myth.
00:16:50Mr. Kanaya, why did Yamato become Japan?
00:16:54Well, when I looked at Mr. Takeda's textbook,
00:16:59the first thing that caught my eye was Yamato.
00:17:03This is...
00:17:05Because it's not a book, it's just a map.
00:17:09It was written like this,
00:17:12and I was impressed.
00:17:14That's because you were particular about it.
00:17:17Yamato is a nickname given to Japan by the Chinese Empire.
00:17:22It's called the Kaishi Line,
00:17:24and it's said to be stupid, stupid, stupid,
00:17:27and so on.
00:17:29So it's a weird name for a country.
00:17:32But we Japanese learn Japanese history,
00:17:35and it's the origin of Japanese,
00:17:37so the original national language was Yamato.
00:17:40It says Yamato,
00:17:42but after four years of examination,
00:17:45it's been three hours of discussion
00:17:48about the national language.
00:17:51It's a lot of research.
00:17:53Mr. Takeda, this is amazing.
00:17:55It's been written all the way
00:17:57from the story of Emperor Kuniumi,
00:17:59and I think Mr. Takeda probably says
00:18:02that the existence of Emperor Jinmu
00:18:05is probably real.
00:18:09Mr. Takeda said that he was aiming
00:18:12for a textbook like that.
00:18:15In fact, there is a textbook
00:18:17that is used the most now.
00:18:20It's a textbook of T-books.
00:18:23It says that at the end of the 7th century,
00:18:26a national language called Japan
00:18:29began to be used in that textbook,
00:18:32and it actually appears in high school news.
00:18:35In addition to that,
00:18:37Japan is also amazing.
00:18:39What's amazing is that
00:18:41Japan was the only woman emperor
00:18:44in the history of China,
00:18:46and she was told that
00:18:48she could use the name Japan.
00:18:51At that time, we Japanese
00:18:53put a ruby called Yamato
00:18:56in the kanji for Japan.
00:18:59The word was received
00:19:01by Okura of Yamanoe,
00:19:03who appeared in the textbooks
00:19:05of Hinkyu Mondooka and elementary school.
00:19:07When he went to Kento City,
00:19:09he was told by the emperor
00:19:11that he had won Yamato.
00:19:13The song of joy
00:19:15is also included in the textbook.
00:19:18Yamato was called Japanese,
00:19:20and he regained Yamato
00:19:22and said that there is now Japan.
00:19:25I wanted that part to be included.
00:19:29You like history.
00:19:31It's my job.
00:19:33I've been doing this for over 30 years.
00:19:35Mr. Kadota,
00:19:37I'd like to see the actual photos.
00:19:39It's hard to get the ancient stone.
00:19:43It's hard to tell.
00:19:45You have to put the actual
00:19:47photos of the ruins and legends
00:19:49on the stone.
00:19:51I've taken a lot of photos.
00:19:57For example,
00:19:59this is the Sazare Stone
00:20:01of Omi Shrine
00:20:03in Hyuga City, Miyazaki Prefecture.
00:20:05For example,
00:20:07this is the place
00:20:09where Emperor Jinmu
00:20:11went out to sea.
00:20:13This is the place
00:20:15where the Japanese Navy was born.
00:20:17And this is the place
00:20:19where Emperor Jinmu
00:20:21used to live.
00:20:23It's called Koguya.
00:20:25Nearby,
00:20:27there is also the place
00:20:29where the imperial army was born.
00:20:31I'll provide you with the photos.
00:20:33Mr. Kadota,
00:20:35you can't use the photos
00:20:37because you're in the photo.
00:20:39I'll provide you with the photos.
00:20:41I'll provide you with the photos.
00:20:45Mr. Hashimoto, please.
00:20:47I'll tell you about the existence
00:20:49of the early emperor.
00:20:51When I was the mayor of Osaka,
00:20:53I changed the system
00:20:55of choosing textbooks.
00:20:57Until then,
00:20:59many teachers thought
00:21:01in the opposite way.
00:21:03Many teachers thought
00:21:05in the opposite way.
00:21:07At that time,
00:21:09I focused on the fact
00:21:11that it was impossible
00:21:13to use textbooks
00:21:15in an efficient school.
00:21:17Because it was difficult
00:21:19to teach the textbook
00:21:21without a brake.
00:21:23Mr. Takeda,
00:21:25you've been writing
00:21:27since the story
00:21:29of the early emperor.
00:21:31I think you said
00:21:33that the existence
00:21:35of the early emperor
00:21:37is probably real.
00:21:39But I think that
00:21:41the existence of the emperor
00:21:43is definitely real
00:21:45in my knowledge.
00:21:47I think that
00:21:49if you don't tell
00:21:51the existence of the emperor
00:21:53a little more,
00:21:55everyone will think
00:21:57that the existence of the emperor
00:21:59at that time
00:22:01was probably the longest
00:22:03battle with the investigators.
00:22:05I think they fought
00:22:07for more than 10 hours in total.
00:22:09If you say that
00:22:11Emperor Jinmu was in power,
00:22:13you have to provide
00:22:15a scientific basis
00:22:17that is a fact.
00:22:19You have to come up with
00:22:21a scientific basis
00:22:23that is a fact.
00:22:25This is a historical map
00:22:27of the late emperor.
00:22:29It's a historical map
00:22:31from Emperor Jinmu
00:22:33to the current emperor.
00:22:35The Ministry of Culture
00:22:37said that if you don't
00:22:39scientifically prove
00:22:41that all the early emperors
00:22:43existed,
00:22:45you can't publish this map.
00:22:47After struggling for about three years,
00:22:49I tried to write it like this.
00:22:51It says,
00:22:53I'm the Ministry of Culture.
00:22:55And it was approved.
00:22:57As for the country,
00:22:59I had to speed up a little more
00:23:01and I had to write
00:23:03about the situation.
00:23:05Then I was called
00:23:07by the investigators
00:23:09and I was told
00:23:11that the situation
00:23:13was a success,
00:23:15but I was told
00:23:17that it was no good.
00:23:19But I was told
00:23:21that I couldn't write
00:23:23anything after that.
00:23:25I was told that I couldn't
00:23:27write anything about the
00:23:29cause of the war
00:23:31in junior high school.
00:23:33This is a historical map
00:23:35and it's not even
00:23:37in the Ministry of Health.
00:23:39So I was told
00:23:41that it was not allowed.
00:23:43I blurred it a little.
00:23:45We don't have much time.
00:23:47Let's move on
00:23:49to the next topic.
00:23:51Let's move on.
00:23:53If you like history,
00:23:55you'll love this.
00:23:57Let's take a look
00:23:59at the Muromachi Sengoku period.
00:24:01One of today's panelists,
00:24:03Mr. Imamura,
00:24:05was awarded the
00:24:07166th Naoki Award
00:24:09for his contribution
00:24:11to the country in 2022.
00:24:13When the Echizen Ichijodani Castle
00:24:15was destroyed by Oda Nobunaga,
00:24:17a man who lost his parents and sister
00:24:19became a stone craftsman
00:24:21and polished the stone work
00:24:23to build the strongest shield
00:24:25that would never be broken.
00:24:27On the other hand,
00:24:29a man who excelled
00:24:31in making guns
00:24:33to attack the castle
00:24:35drew a battle between
00:24:37the strongest shield
00:24:39and the strongest gun
00:24:41on the stage of Otsu Castle
00:24:43in Iwakohan.
00:24:45In the Muromachi Sengoku period,
00:24:47the history textbooks were examined.
00:24:49From the aristocratic politics
00:24:51of the Kamakura Shogunate
00:24:53to the politics of samurai,
00:24:55the three great Shogun Ashikaga Yoshimitsu
00:24:57established his residence
00:24:59in the Muromachi in Kyoto
00:25:01and carried out politics.
00:25:03This was the time
00:25:05when the emperor was at his lowest.
00:25:091. Ashikaga Yoshimitsu's Conspiracy
00:25:13According to the National History Textbook,
00:25:15in 1394,
00:25:17Ashikaga Yoshimitsu,
00:25:19who was appointed
00:25:21by the Prime Minister
00:25:23as the highest official
00:25:25in the court,
00:25:27began to show
00:25:29his power
00:25:31by himself
00:25:33without involving the emperor
00:25:35in the internal affairs
00:25:37such as the court affairs
00:25:39of the emperor.
00:25:41In the National History Textbook,
00:25:43it is written that
00:25:45Yoshitsugu was a young man
00:25:47and that
00:25:49Yoshimitsu's actions
00:25:51in his later years
00:25:53made him the son of a high-ranking family
00:25:55and that
00:25:57he had the intention
00:25:59to depose the emperor
00:26:01and take away his power.
00:26:03It has been discussed for many years,
00:26:05but there is no legend.
00:26:07However, in recent years,
00:26:09it has been pointed out
00:26:11that Yoshitsugu
00:26:13was going to be the son
00:26:15of Emperor Gokomatsu
00:26:17and that
00:26:19he was going to be
00:26:21the successor
00:26:23of Yoshimitsu.
00:26:272. Oda Nobunaga's Re-evaluation
00:26:29In the past,
00:26:31Nobunaga was violently
00:26:33opposed to Emperor Ogimachi
00:26:35and was trying to
00:26:37get rid of him.
00:26:39However, in the recent years,
00:26:41Nobunaga's re-evaluation
00:26:43has progressed and
00:26:45it has become known
00:26:47that he was a golden farmer.
00:26:49The National History Textbook
00:26:51published the results
00:26:53much earlier than anyone else.
00:26:553. Toyotomi Hideyoshi's
00:26:57Re-evaluation of the Chosenshuppei
00:26:59In the past,
00:27:01the Chosenshuppei was
00:27:03re-evaluated by Hideyoshi
00:27:05and the Chosenshuppei was
00:27:07re-evaluated by Hideyoshi.
00:27:09The Chosenshuppei was
00:27:11re-evaluated by Hideyoshi
00:27:13and the Chosenshuppei was
00:27:15re-evaluated by Hideyoshi.
00:27:17The Chosenshuppei was
00:27:19re-evaluated by Hideyoshi
00:27:21and the Chosenshuppei was
00:27:23re-evaluated by Hideyoshi.
00:27:25The Chosenshuppei was
00:27:27re-evaluated by Hideyoshi
00:27:29and the Chosenshuppei was
00:27:31re-evaluated by Hideyoshi.
00:27:33As an example,
00:27:35this European text was
00:27:37re-evaluated by Hideyoshi
00:27:39and the Chosenshuppei was
00:27:41re-evaluated by Hideyoshi.
00:27:43The Chosenshuppei ruled
00:27:45the entire Chosenshuppei
00:27:47and had political results
00:27:49according to the decree decided
00:27:51by Sojobu.
00:27:53The Chosenshuppei ruled
00:27:55the entire Chosenshuppei
00:27:57and had political results
00:27:59according to the decree decided
00:28:01So, I have a question for all of you.
00:28:05What would you like me to write about the Muromachi Sengoku period in the next national history textbook?
00:28:14I have a question for all of you.
00:28:16Please let me say this.
00:28:18Please wait a moment.
00:28:19What would you like me to write about the Muromachi Sengoku period in the next national history textbook?
00:28:24Azuchi Momoyama and Azuchi Osaka.
00:28:26I came here today to say that.
00:28:31Mr. Hashimoto, people in Osaka are discriminated against.
00:28:34They are completely made fun of.
00:28:36What does that mean?
00:28:38This is a text from the Judaic period.
00:28:50Where is Momoyama?
00:28:52In other words, I'm talking about the Hideyoshi period.
00:28:55Momoyama is a name that did not exist in the period when Hideyoshi was alive.
00:29:05That's why it's easy to talk about.
00:29:07Azuchi Osaka.
00:29:13I've been saying this for about 20 years.
00:29:15It's strange, isn't it?
00:29:16It's strange no matter who thinks about it.
00:29:17That's true.
00:29:18Hideyoshi was a professor in Osaka.
00:29:20He was in charge of politics in Osaka.
00:29:23When did Momoyama become so famous?
00:29:26After the death of Fushimi Castle, people around him buried a peach and it became the name of the peach.
00:29:33That's why it's called Momoyama.
00:29:36Momoyama was the first word in a textbook in the Edo period.
00:29:39It's a legend.
00:29:41Unfortunately, if you look at page 203 of this national history textbook,
00:29:48it says Fushimi Castle, which was also called Momoyama Castle.
00:29:52Mr. Takeda, what should we do?
00:29:54This is also a place that has been modified slightly with the approval of the prefectural government.
00:29:58That's why it's on the dark side.
00:30:01I thought I had to give it up a little bit.
00:30:04I'm trapped in a trap by the executive of the Ministry of Culture and Tourism.
00:30:08I think it's a little bit of a fire in the hearts of Osaka people.
00:30:12I didn't think that far.
00:30:14Mr. Takeda, what kind of modification did you make?
00:30:17Azuchi Momoyama, Azuchi Momoyama, Azuchi Culture, Momoyama Culture, and so on.
00:30:23The Azuchi-Osaka period is a history textbook.
00:30:28If it's used in a textbook, it's possible.
00:30:32So if you don't use it as a textbook, even junior high school students won't be able to understand it.
00:30:39In terms of the number of wins and losses, it's obviously very short.
00:30:46How do you interpret this so that it won't be depicted?
00:30:53When I was reading the history of the Muromachi period,
00:30:57the history that I saw from the Ashikaga government, which had the most power at the time,
00:31:01was often written.
00:31:03It's hard to find a story from the imperial court.
00:31:06I thought it was novel.
00:31:08It's often a story about a politician who was seen by a foreign politician.
00:31:13But Japan has a history, so it's very easy to understand if you talk about the history.
00:31:19There are textbooks that don't talk about the Meiji period,
00:31:24so I don't think you can explain the Meiji period without talking about the Meiji period.
00:31:29Basically, history is the movement of the Tochigi prefecture.
00:31:34I think it's very difficult to explain the relationship between the Buke and the Kuge in this period.
00:31:39It's easy to understand that they returned to the time of the Taisei Hoka,
00:31:43but it's also written that Nobunaga was loyal to the Emperor.
00:31:49It's also written that the Emperor was loyal to Nobunaga.
00:31:52Also, the case of the Chosen Shippei was decided by the Emperor's advice.
00:31:57In other periods, it's easy to understand the power relationship, but it's hard to understand.
00:32:04And I think it's because they're stuck together that they have feelings for each other.
00:32:09But if you only read the history, you can't see the feelings, so it's not clear.
00:32:13But the Sengoku period is a very interesting period, isn't it?
00:32:16I think it's more attractive.
00:32:19As for the Chosen Shippei,
00:32:22even in the Taiga drama, it's obviously very short.
00:32:27It's about how much the Mori family is involved in the Chosen Shippei,
00:32:32but it's obviously short.
00:32:35So how do you capture this?
00:32:37I wrote about Japan in the world,
00:32:40but I don't know if the image of the other countries after this period is too strong,
00:32:45but if you don't look at what kind of environment Japan was in during the world war,
00:32:59for example, in 1574, there was a battle in Manila,
00:33:04and the Chinese called Lin Bo and Lin Hong were attacking Manila.
00:33:09The adjutant at this time was a Japanese named Shiou Ko.
00:33:13Eight years later, in the Battle of Kagaya in 1582,
00:33:18the adjutant's name was called Taifusa.
00:33:22Daifu-sama, Daifu-sama.
00:33:25He was said to be a Japanese, and he was actually attacking with a sword.
00:33:28In Asia, there was already a battle to take over the people's land.
00:33:33One of the reasons why Hideyoshi decided to go to the Chosen Shippei
00:33:37is that the land of Nagasaki was taken by the West.
00:33:42To put it simply, there are people who are self-righteous,
00:33:45and if they are taken away, Japan will become a colony.
00:33:49Regardless of how this is directly related to the Chosen Shippei,
00:33:53I think that Neiha Ninpo was one of the aims.
00:34:00If you don't judge globally,
00:34:03if you just think that Hideyoshi was attacked as a rebel,
00:34:08a lot of things that you can't see will come out.
00:34:11I'm sorry, Yamazaki-san.
00:34:14Let's start with Yamazaki-san.
00:34:17I'd like to hear about the comparison between Japan and the world.
00:34:20I've been reading about it for a long time, and I don't think it's a bad thing.
00:34:23In the end, what I'm being asked about is that even if it's a Japanese history exam,
00:34:28it's not enough to just know about Japan.
00:34:31There are a lot of problems that can't be solved
00:34:34if you don't know how the world was looking at Japan,
00:34:37including the connection to the world at that time.
00:34:39In the end, if you don't have a world history textbook,
00:34:42you can't make a comprehensive judgment,
00:34:45so I'd be happy if you could write it one by one.
00:34:49The history of Chinese history is based on Japan,
00:34:52so there's not a lot of world history.
00:34:55It's surprising that all the books,
00:34:59including the T-book, start with the story of China.
00:35:02Then it's about Korea.
00:35:04By the way, at that time, Japan was like,
00:35:06which country's textbook is this?
00:35:09So I started writing from Japan.
00:35:12It's not all, but I'm trying to start writing about history as much as I can.
00:35:17Mr. Hashimoto, what you didn't get out of the Min's policy.
00:35:21When I went to China and discussed with the politicians there,
00:35:26we talked about the theory of independence.
00:35:29I thought that Japan had always been involved in this policy.
00:35:36Emperor Yuuryakun was trying to be independent,
00:35:43and Emperor Suiko was trying to be independent.
00:35:47But they didn't approve of the policy, but they approved of the textbook.
00:35:51Mr. Takeda came out of Yoshimitsu and Yoshimochi.
00:35:58In fact, Yoshimitsu and Yoshimochi started writing again.
00:36:03It's true that Japan was involved in China at a certain time,
00:36:08including the Min's policy.
00:36:13Yoshimitsu itself wanted to benefit from trade.
00:36:18But to trade, it had to be written.
00:36:22In the golden age,
00:36:27the British were trying to trade.
00:36:30At that level, if it was approved,
00:36:34it was normal for the Chinese emperor to say,
00:36:37what? I was appointed.
00:36:39Yoshimitsu didn't do that at all.
00:36:42In fact, he ended the ceremony in a small room.
00:36:47It's just a small form.
00:36:49He just wanted to trade.
00:36:53It's not a real master-servant relationship.
00:36:56But the Min's side was fine with it.
00:36:58The fact that he wanted to connect with Japan
00:37:01showed that it was a great country.
00:37:04Before that, as I wrote here,
00:37:08Emperor Godaigo's son, Kaneyoshi Shinno, and the Min were negotiating.
00:37:14The Min also wanted to open a trade with Japan.
00:37:20The Min also wanted to trade with Japan.
00:37:22Kaneyoshi Shinno refused.
00:37:25Kaneyoshi Shinno said he would attack Japan.
00:37:27Kaneyoshi Shinno wrote a great letter to Japan.
00:37:31He said that all the Japanese were reading the Heihousho,
00:37:36which he was reading carefully.
00:37:38He said, if you come, I'll do it.
00:37:41When he wrote the letter,
00:37:43Japan attacked Japan.
00:37:45That's what I wanted to express.
00:37:48I saw it on a later page.
00:37:50It said that the British were trading in the 18th century.
00:37:54I was told that it was a story that other countries were doing for trade.
00:38:03I'll write it.
00:38:05That's right.
00:38:06I'll definitely tell you that it's in the script.
00:38:11By the way, I'm the only one who wrote this textbook.
00:38:14If I'm convinced, I'll write it in Itaewon.
00:38:19And Mr. Kanaya, the pirate ship.
00:38:21This is a ship.
00:38:22This is a ship.
00:38:23There is a ship called a ship that arrived in Tanegashima in 1543.
00:38:28It is written that Portuguese came here.
00:38:32Actually, this is the most used textbook, a T-book.
00:38:37There is written that it is a ship of Chinese pirates.
00:38:41Then, the Chinese pirate ship will be in the news.
00:38:46It's not just because it's in the news.
00:38:50At that time, Chinese people couldn't legally go to Japan.
00:38:55So the Japanese emperor tried to enter Japan using the Portuguese.
00:39:00Also, the Portuguese used the Chinese to enter Japan.
00:39:05What was he thinking?
00:39:07It's an invasion and occupation of Japan.
00:39:10He was trying to do that.
00:39:12There are a lot of things like that.
00:39:17That's what's in this one word.
00:39:22I'd like you to put it in.
00:39:25Let's put that in, too.
00:39:31The contents of today's program may change the history textbook in the future.
00:39:35I can't take such a responsibility.
00:39:38Now, let's move on to the next period.
00:39:44Let's take a look at the Bakumatsu Meiji period.
00:39:49The Reiwa books published in the National History Textbook explain one of the characteristics of the main book.
00:39:56Since the founding of Japan, there has been a royal court.
00:40:00The heirs have built a unique government due to their relationship with the court.
00:40:06The main book explains how the heirs built a relationship with the emperor and the court.
00:40:15The book explains the power structure and characteristics of the heirs.
00:40:21Among them, the period from Bakumatsu to Meiji is not an exaggeration to say that the existence of the emperor moved Japan.
00:40:31The next textbook is...
00:40:34The Bakumatsu Meiji period.
00:40:44In the third year of the Edo period,
00:40:46Emperor Komei issued a decree to the shogunate to strictly protect the sea against foreign ships.
00:40:56After the establishment of the Edo Shogunate, there was no precedent for the emperor to issue a decree to the shogunate.
00:41:01Therefore, the National History Textbook emphasizes that this decree has a historical significance.
00:41:09In response to this, Emperor Komei began to give opinions to the shogunate, which was losing its momentum.
00:41:18The second textbook is...
00:41:19The New Year in the Shadow of the Hombu Collective.
00:41:23In response to the American demand, the shogunate signed a new treaty with Japan and the U.S.
00:41:28and opened up Shimoda and Hakodate.
00:41:31Furthermore, Emperor Tairo I Naosuke unilaterally signed a treaty with Japan and the U.S.
00:41:38This treaty was rejected by Emperor Komei, who refused to sign the treaty.
00:41:44The emperor expressed his intention to ascend the throne.
00:41:47The National History Textbook notes that...
00:41:49The emperor's heart, which was so full of anger and despair, does not exist in history.
00:41:58After that, Emperor Komei admitted to Tokugawa Iemochi, the shogun of the time, the effect of his sister Kazunomiya,
00:42:06and promised the shogunate that he would ascend the throne within ten years.
00:42:11The textbook notes that the emperor asserted the title of the Hombu Collective and his own belief.
00:42:193. The meaning of the Great Japanese Imperial Constitution
00:42:23The Great Japanese Imperial Constitution was published in Meiji 22.
00:42:30The Great Japanese Imperial Constitution, which was published in Meiji 22,
00:42:34adopted the rule of law, which made the emperor the nation's leader and the ruler of the country,
00:42:40and also stipulated the separation of powers.
00:42:43The National History Textbook states that Japan was the first country to have a self-proclaimed constitution in Asia.
00:42:51Many of the world's constitutions were written in a short period of time in the midst of war and revolution.
00:42:58However, the Great Japanese Imperial Constitution states that more than 10 years of history were added to it,
00:43:03and that it was carefully discussed and determined.
00:43:094. The thoughts of Emperor Meiji right after education
00:43:14Emperor Meiji, who felt that only the development of civilization progressed after the Meiji Restoration,
00:43:18and that he had forgotten to leave something good,
00:43:22published the Great Japanese Imperial Constitution right after education in Meiji 23.
00:43:27The Great Japanese Imperial Constitution, which was published in Meiji 23,
00:43:30stipulated that people around the country should be taken care of,
00:43:34that they should be educated, and that they should be good people.
00:43:37According to the National History Textbook,
00:43:40there is no place to give orders right after education,
00:43:44and that the emperor himself should practice it.
00:43:48Many people said that the Great Japanese Imperial Constitution was the foundation of morality until the end of the war.
00:43:565. The truth of peace in Korea
00:44:00I want to complain about the Great Japanese Imperial Constitution.
00:44:04I want to say that it destroys Japanese traditional culture.
00:44:09I wonder if Koreans and people at that time had the same consciousness.
00:44:185. The truth of peace in Korea
00:44:21Five years after the end of the Sino-Japanese War,
00:44:24the Japan-Korea Peace Treaty was signed,
00:44:27and Japan decided to put Korea under its rule.
00:44:30According to the National History Textbook,
00:44:33at this time, the Korean royal family was treated as a royal family in line with the royal family of Japan,
00:44:39and after the peace, a social foundation such as railways, dams, and waterways was established in Korea.
00:44:46In the old Daikan Empire, 30 million yen was given as a temporary grant from Emperor Meiji,
00:44:53and after that, about 20 million yen was obtained from Japan every year,
00:44:58and it is written that Korea was able to modernize.
00:45:03As for this, Mr. Takeda said,
00:45:06In traditional textbooks, it was taught that Japan forcibly brought Korea into peace,
00:45:14but in reality, it is different.
00:45:16When the main book passed, the Japanese ambassador was called to the Korean Foreign Ministry and debated.
00:45:23However, the Korean government argued about the issue of peace,
00:45:28but this technology of Japan-Korea peace was unarguable and had to be recognized.
00:45:34In particular, it is the first time that the Daikan Empire's imperial decree has been published in a textbook
00:45:42that all Japanese and all Koreans should repeat and read.
00:45:48So, I have a question for you.
00:45:51What would you like to add to the next National History Textbook about the Bakumatsu Meiji era?
00:45:59Yes, we have received various opinions from everyone.
00:46:03Ms. Maruta, people of history.
00:46:05There is a theory that even Sakamoto Ryoma will disappear from the textbook.
00:46:10Of course, I don't think it should be written that it wasn't true,
00:46:15but I think that it is necessary to write about people who are very important to the history of Japan.
00:46:21I think that it is necessary to write about people who are very important to the history of Japan.
00:46:27I like it, but I think that it is necessary to write about people who are very important to the history of Japan.
00:46:31Of course, we should not ignore the Japanese people who thought of the country and risked their lives for the country.
00:46:39Unfortunately, there are few people who are now aware of this.
00:46:45I want you to change the fact that there were such people.
00:46:50As Ms. Maruta said, when you read Japanese textbooks, you inevitably read the history of the victors.
00:46:56But I think that there are many people who are not aware of the history of the victors.
00:47:00I think that there are many people who learn from the mistakes of the losers.
00:47:06I think that the media is not as developed as it is now,
00:47:10and I think that it is a time of confusion and confusion.
00:47:14I think that it is a time of confusion and confusion.
00:47:19I think that there is a difference in how the world perceived and transmitted it.
00:47:24I think that it is a time of confusion and confusion.
00:47:28Mr. Imamura, what do you think of Saga Station?
00:47:31I have a bookstore in Saga Prefecture.
00:47:34People in Saga don't like the name of the station.
00:47:38There are various names such as Ran, Eki, and Hen.
00:47:42But if you say Seinan Station or Seinan War, I think Saga Station is fine.
00:47:48If you look at Mr. Takeda's textbook,
00:47:50you can see Ran of Jinpuren and Ran of Hagi,
00:47:53and you can also see Ran of Saga.
00:47:56This person is a great person who created the law of Japan.
00:48:01He was the first person to be executed by the law he created.
00:48:05He was the first person to be executed.
00:48:08He was almost executed by me.
00:48:11He was executed.
00:48:13I know that there are not many people who lost their lives for the sake of modern Japan.
00:48:19I know that there are not many people who lost their lives for the sake of modern Japan.
00:48:23I hope you will include them.
00:48:25People who use Ran or Eki come up with a lot of ideas.
00:48:31This is also said to be very strict in the constitution.
00:48:34For example, the upper class Ran, where the government of Gotoba was established.
00:48:40Before the war, it was the upper class.
00:48:43Now, the government of Gotoba doesn't use Ran.
00:48:47So it has to be Ran.
00:48:49At the end of the war, it was written as Ran.
00:48:52It was processed in brackets and was finally executed.
00:48:56Let's move on to Mr. Hashimoto.
00:48:59This is also about the Japanese-Korean peace treaty.
00:49:02At that time, the Japanese-Korean relationship was very important.
00:49:08But now, Japan is in a state of war.
00:49:12Japan can't avoid war.
00:49:14Japan can't move.
00:49:16Japan will continue to be a partner.
00:49:18So, the Japanese-Korean peace treaty is legal in Japan.
00:49:22After the peace treaty, Japan invested a lot in Korea.
00:49:29Japan has also supported Japan's economic activities.
00:49:34This is also written in the textbook.
00:49:36Mr. Hashimoto gave the title of national history.
00:49:39From the G.H.Q.
00:49:41It is said that the national history is not good.
00:49:43In a sense, he gave the title of national history in opposition to it.
00:49:48After all, the G.H.Q.'s occupation policy was signed on September 2, 1945.
00:49:55The occupation policy was carried out under the legal text that the occupation force was given all the constitutional rights.
00:50:04During the occupation period, as written in Mr. Takeda's textbook,
00:50:09Korea's peace treaty is legal.
00:50:11So, Koreans should obey it.
00:50:14If we are conscious of this, we can't say anything about the occupation policy.
00:50:18However, people like Mr. Takeda want to complain about the G.H.Q.'s occupation policy.
00:50:25They want to say that Japan's traditional culture has been destroyed.
00:50:30I wonder if Koreans at that time were conscious of the G.H.Q.'s occupation policy.
00:50:35If you go to Korea, you can see that Ahn Jung-kwon is a great hero.
00:50:40Mr. Kanaya, what do you think?
00:50:42This is a picture of the person in the textbook that is being used in junior high school.
00:50:50It doesn't mean to praise this person.
00:50:53If this person wasn't in the textbook,
00:50:57and the person who studied in the textbook went to Korea,
00:51:01there would be a sense of commemoration.
00:51:03There would be a statue.
00:51:04They would think,
00:51:05Oh, that's right.
00:51:08So, I thought that this should be written as a Japanese position.
00:51:14Certainly, the Japanese-Korean peace treaty is considered illegal in Korea.
00:51:19If it is written, it can be held.
00:51:22That's right.
00:51:23They think like this.
00:51:25Mr. Hashimoto, you said that you are against the G.H.Q.
00:51:30I'm not against it.
00:51:32The problem is after the test is over.
00:51:36It seems that the G.H.Q.'s textbook censorship standard has been alive until recently.
00:51:42For example, when I first read the G.H.Q.'s textbook censorship standard,
00:51:46I was surprised.
00:51:48It says that you should not write the history of the emperor and his family,
00:51:52which are respected by the people.
00:51:54However, the stories of the emperor in the textbook are all about blood relations.
00:51:57For example, the story of the prince of Nakano who killed Iruka Soga,
00:52:00the story of the senior rank, the story of the senior rank Ran,
00:52:03and the story of the senior rank Kyohei.
00:52:05The G.H.Q. didn't check it, so it remained.
00:52:09The good stories about the textbook are all erased.
00:52:12I want you to touch on the history of Yasukuni Shrine, which is easy to understand.
00:52:18However, there are too many misunderstandings in neighboring countries and Japan.
00:52:23As China says, it is a symbol of militarism.
00:52:31No, it's not.
00:52:33This is a place where 2,466,000 souls who sacrificed their lives for the country are worshipped.
00:52:44I want you to teach me since I was a junior high school student, so I will respect you.
00:52:50Mr. Izawa, what do you think about the change in the Dutch language?
00:52:54This is a dissatisfaction with all the textbooks now.
00:52:57Mr. Takeda's book also has a dissatisfaction.
00:53:00Japan has always been consistent in its worship of the emperor.
00:53:04That's fine, but sometimes Buddhism and sometimes religion have a very strong influence.
00:53:09For example, in the textbook, it says that it is dangerous for Japan to continue to worship.
00:53:14The Dutch emperor warned us that it was dangerous.
00:53:17He warned us that the world was in danger.
00:53:22On the other hand, there is an official text that rejects it.
00:53:25It's not in any textbook.
00:53:27It's because this character is written.
00:53:29It means the law of the ancestors.
00:53:32Because there is a law, you can't open the country.
00:53:35The shogunate refuses it.
00:53:37Why doesn't the shogunate put it on?
00:53:39You know the next question, right?
00:53:41What is the law of the ancestors?
00:53:43They can't answer.
00:53:45Historians and censors can't answer.
00:53:48If you put this on, it's dangerous.
00:53:50We'll get questions we don't know.
00:53:52Then let's neglect it.
00:53:54Everyone is deceived by textbooks.
00:53:58Mr. Takeda is on the dark side.
00:54:01How many times do you say that?
00:54:03Come back soon.
00:54:06There is a fact that it was approved by the Ministry of Justice.
00:54:10There is a part of it, but there is no such fact.
00:54:12Then, as if it were a forced union,
00:54:16The ruling party still says so, and activists say so.
00:54:24Let's move on to the next topic.
00:54:26We've learned a lot about Japanese history.
00:54:28We've come to the end.
00:54:30Let's take a look at modern history.
00:54:33Modern history is the last thing you learn in a Japanese history textbook.
00:54:38Classes tend to be rushed.
00:54:40It's an old story that I said I wouldn't take the exam anyway.
00:54:45For the middle and high school ages,
00:54:47In the Showa era, which is the era we lived in,
00:54:50There may not be a sense of history.
00:54:54Looking at the present of Ryūwa,
00:54:56The Showa era is two eras ago.
00:54:59Rena Yamazaki, who was born in Heisei 9,
00:55:02For students and students now,
00:55:04There is no doubt that the Showa era is part of history.
00:55:09Modern history in Japan, which is often discussed by the Party Committee.
00:55:14How is it written in the National History Textbook of Mr. Takeda?
00:55:20First, the respect for the sea.
00:55:23The Japan-U.S. Alliance, ABCD, and the Shinjū-1 attack.
00:55:29A detailed description of Japan's pursuit of the Pacific Ocean.
00:55:34In November 1941,
00:55:37The U.S. sent Haruno to Japan.
00:55:39Haruno, who demanded a complete withdrawal from the mainland and France and India.
00:55:45The U.S. decrypted Japanese Navy and Foreign Ministry's secret telegrams.
00:55:50It is the first time that a textbook has been written in this perspective.
00:55:57In particular, in the Stimson Diary,
00:56:00It is written that the President was talking about pursuing Japan.
00:56:04Mr. Takeda pointed out that the meaning of this in the textbook is great.
00:56:11Second, the praise of the Taipei War.
00:56:16Comparing the strength of the U.S. and Japanese forces at the time of the Shinjū-1 attack.
00:56:21The Japanese army had more power.
00:56:25It was a war that could not be lost.
00:56:28It was the first time that a textbook had been written.
00:56:32Third, the cause of the end of the war.
00:56:36A detailed description of the cause of the atomic bombing.
00:56:39The U.S. government's view that the atomic bomb was used to end the war as soon as possible.
00:56:45It showed that it was a threat.
00:56:48Also, on August 22, 1945, after the end of the war.
00:56:52Three emergency decontamination ships carrying people evacuating from the South Carpathians to Japan were attacked by the Soviet Navy.
00:57:00More than 1,700 people were killed.
00:57:03It was the first time that a textbook had been written.
00:57:10Fourth, the story of Emperor Shōwa and Makuhasa Gensui.
00:57:15Mr. Takeda said,
00:57:17If you don't write about this, you'll be writing about the Goryō Tensei as a Japanese history textbook.
00:57:24In particular, the secret text that Gensui sent to Hongoku after the war.
00:57:29It should be read by all Japanese people.
00:57:34Fifth, the denial of the Yanfu Coalition.
00:57:39It is stated that there was no coalition.
00:57:42It is also mentioned in the Asahi Shimbun's law.
00:57:45It is also recorded that the article was deleted in 2014.
00:57:49Sixth, the former prime minister Shinzo Abe.
00:57:54It is written in detail about President Obama's visit to Hiroshima at the time of the Abe administration.
00:57:59In the mini-column, it summarizes the Abe administration as the longest administration in history.
00:58:06It also touches on the assassination of former Prime Minister Shinzo Abe.
00:58:09It also includes the slogan that the leaders of each country mourn his death.
00:58:15So, I have a question for you.
00:58:18What do you want me to write about modern history in the next national history textbook?
00:58:24I have received various opinions from everyone.
00:58:28Ms. Yamazaki, what is peace?
00:58:31Well, we have to deepen the theory of peace.
00:58:36When we think about the atomic bombing,
00:58:40there are many countries participating in the meeting including Japan and the United States.
00:58:45So, I would like to write a textbook that is easy for middle school students to understand.
00:58:52I don't know if the number of people participating in the meeting is a number,
00:58:58but I would like to write a textbook that is easy for middle school students to understand.
00:59:04Ms. Takeda's textbook is a textbook of Okinawa history.
00:59:09So, I would like to write a textbook that is easy for middle school students to understand.
00:59:15Ms. Takeda's textbook is a textbook of Okinawa history.
00:59:21It is a textbook of Okinawa history.
00:59:25It is a textbook of Okinawa history.
00:59:29I think it is a textbook of Okinawa history.
00:59:32I think it is a textbook of Okinawa history.
00:59:36I think it is a textbook of Okinawa history.
00:59:40I think it is a textbook of Okinawa history.
00:59:44I think it is a textbook of Okinawa history.
00:59:48I think it is a textbook of Okinawa history.
00:59:52I think it is a textbook of Okinawa history.
00:59:56I think it is a textbook of Okinawa history.
00:59:59I think it is a textbook of Okinawa history.
01:00:03I think it is a textbook of Okinawa history.
01:00:07I think it is a textbook of Okinawa history.
01:00:11I think it is a textbook of Okinawa history.
01:00:15I think it is a textbook of Okinawa history.
01:00:19I think it is a textbook of Okinawa history.
01:00:23I think it is a textbook of Okinawa history.
01:00:26We know only by sacking and bribing,
01:00:30so I cannot write about the wise words of deputy chief already.
01:00:34We know only by sagging people only by sacking and bribing,
01:00:38so I cannot write about the wise words of deputy chief already.
01:00:42The reason I can't write about is that it is not contradicting.
01:00:48Considering legal and political problems,
01:00:52I think what I can say on the issue of voting rights is
01:00:54I don't think it's a matter of right or wrong, but there is no forced labor.
01:00:58That's right, but there is no forced labor.
01:01:01This is a matter of right or wrong.
01:01:03I don't want people to use the word right or wrong, but I'll say it's a matter of right or wrong.
01:01:06This is also a matter of whether there was forced labor or not.
01:01:08But the Japanese position is that there is no forced labor.
01:01:10But this time, the reason why I think the previous government and Korea worked well together is that
01:01:15I don't recognize forced labor, but the labor environment at the time was bad.
01:01:20Including the Japanese, including the Koreans, this was bad.
01:01:24Even if there is no forced labor, there is no problem in Japan.
01:01:30This is a completely right-wing position.
01:01:32This is something that all countries in the world have to correct.
01:01:36If there is no forced labor, there is one solution.
01:01:40The white-collar women who were sold because their parents collapsed or became ill.
01:01:47It's a fact that there were white-collar women who joined the military and became a member of the UNF.
01:02:00I don't know if there were such people, but it's also true that there were people who opposed it.
01:02:06At that time, I don't think the state would be held accountable.
01:02:10That's because there was no forced labor.
01:02:12Even if there is no legal liability, there is no need for political responsibility.
01:02:17Just now, in China, a Japanese child became a victim of a murder case.
01:02:24I think that kind of crime happened in the net information in China.
01:02:35Then, the Japanese say to the Chinese government,
01:02:39Please do something about it.
01:02:41I think it's strange.
01:02:43But the Chinese government did not intentionally commit the murder.
01:02:49Legally, there is no problem with the Chinese government.
01:02:52But when it comes to such an environment,
01:02:55If we complain to the Chinese government,
01:02:59Even if there is no forced labor, there is no legal liability.
01:03:03I don't think Japan has any responsibility for the social situation at that time.
01:03:10Mr. Takeda's textbook is very deep.
01:03:13I don't know if there is any legal responsibility for forced labor,
01:03:16From the point of view of the social situation at that time,
01:03:18After all, I want the government to send a message that must be made.
01:03:23The government's feelings for these white-collar women.
01:03:27I've said this many times.
01:03:29I'm doing it.
01:03:31The salary of these white-collar women is 300 yen per month in the 10-yen period.
01:03:36They apply for this job at a salary of 30 times.
01:03:40And there is a fact that the Japanese government was quick to recruit them.
01:03:46There's a part of it, but it's not true.
01:03:48Then, as if it were a forced labor,
01:03:51The Japanese government still says that it is a forced labor, and it is active.
01:03:57I want to say that you shouldn't make any more misunderstandings.
01:04:03Let's go back to the modern history.
01:04:05Mr. Izawa, 100,000 spirits and 200 million nationalities.
01:04:08I've read it a lot.
01:04:09There are few people who can read this as a nationality.
01:04:12In fact, this word was a word that even junior high school students knew until the 1920s.
01:04:17If you don't know, you're a non-citizen.
01:04:19What it means is that the Great Japanese Empire died 100,000 people in the Nichiro War.
01:04:25It cost 20 billion yen.
01:04:27At that time, the so-called Great East Japan War,
01:04:31If you say the Pacific War, it's J.H.Q.
01:04:35300 million people died, so 100,000 is not a big deal.
01:04:40At that time, Japan had a small population, and 100,000 was a big number.
01:04:46What was this used for?
01:04:48Even before the war, for example, let's get along better with China.
01:04:52Manchuria is a territory of China, so we shouldn't take it.
01:04:55When I said that, I was always told this.
01:04:58What are you thinking?
01:05:00How many Japanese people died to have our rights in that southern Manchuria?
01:05:07It's just the opposite of now.
01:05:09Now, on the contrary, if you try to reform the constitution,
01:05:12Even if 50,000 people die, you can't change the constitution.
01:05:16Until a long time ago, it was said that it was a very bad person.
01:05:19I want you to realize that this way of thinking is the same.
01:05:24Before the war, the people who said that Japan-China war and the Pacific War should be stopped were told this.
01:05:31But the important thing is not the dead people, but how to protect the people who are alive now.
01:05:38Let's ask Mr. Malta for his opinion.
01:05:40I'm from Hokkaido, so I'd like you to include the battle of Shimizu Island.
01:05:45When it comes to the sense of Japanese territory, it's up to the northern territory.
01:05:50I'm starting to lose sight of the fact that Chishima Island was a Japanese territory.
01:05:55However, because of the battle of Shimizu Island, Hokkaido remains as a Japanese territory.
01:06:04This time, there was a war-related incident, and there was an incident in Maoka Post Office.
01:06:09I'm not convinced that this is not included.
01:06:13There were people who defended Hokkaido in the past.
01:06:17But in the end, they were stepped on after receiving the Potsdam Declaration.
01:06:21In the end, Japan was in the lead, but in the end, the old Japanese army soldiers were taken to Siberia.
01:06:30There was a history of Hokkaido.
01:06:32It's easy to pay attention to the south, but I'd like you to include the fact that there were people who fought hard in the north and defended it.
01:06:40If there was no battle with Shimizu Island in the northern half of Hokkaido, it would be Russia now.
01:06:48For the first time in the post-war textbook, it says that the Japanese army was actually more powerful and more capable.
01:06:54Then why did they lose such a favorable war?
01:06:57Then the investigator called me and said,
01:06:59Mr. Takeda, could it be that you...
01:07:06Mr. Takeda, what do you think? I've heard a lot of your opinions.
01:07:09Well, I've heard a lot of things.
01:07:12But there are a lot of things that I think are true.
01:07:15I'm just getting started, so I'm going to brush up on this.
01:07:19Especially about peace, there is a big premise that peace education is the best way to learn.
01:07:25This is also where I had a lot of conflict with the investigator.
01:07:28In a way, it's a textbook I wrote, so it's like a military textbook.
01:07:33It's like, was that war right?
01:07:35It's like, if you dare, I'll take it back.
01:07:37I think it's written like that.
01:07:39I've seen it as a prejudice.
01:07:41I think it's probably the textbook that has the most severe war in the side-by-side textbooks.
01:07:47The textbooks up to this point can't win.
01:07:50In other words, Hideki Tojo deceived the people and led them to a war that had absolutely no chance of winning.
01:07:56It's probably the first time in a post-war textbook.
01:07:58No, actually, the Japanese army had more power and more ability.
01:08:02So why did we lose such a favorable war?
01:08:05That's what I wrote.
01:08:06Then the investigator called me and said,
01:08:08Mr. Takeda, could it be that you're upset about losing that war?
01:08:14No, I'm not upset.
01:08:17But that's not good at all in this textbook.
01:08:20It's like, we're going to win next time.
01:08:22It's not good at all to have such a foreshadowing.
01:08:25It would have been easier to erase it all, but I said, I understand.
01:08:28I wrote it all out there.
01:08:30We lost such a favorable war.
01:08:33That means we can't call it a war.
01:08:36That's what I wrote in the end.
01:08:38I had an image that Mr. Takeda's textbook was a little thin when it came to literature.
01:08:43But he was very clear about that, too.
01:08:46For example, if you think about anime,
01:08:52there's a debate about not attacking Japan, which is a country with anime.
01:08:56It's a real problem.
01:08:58Culture can be used as a national defense.
01:09:04I'm a novelist, so I've done a lot of things.
01:09:07I'd like to be able to be a part of that.
01:09:10Mr. Sanaya, Oe Kenzaburo.
01:09:12This is the textbook that's used the most.
01:09:16It's labeled as Yasunari Kawabata because he won the Nobel Prize for Literature.
01:09:20And in Mr. Takeda's textbook, there are about 30 pages of 430 pages.
01:09:24It's in that list, but if it's in the list of 30 people,
01:09:28I don't think I'll remember it.
01:09:31It's labeled as Yasunari Kawabata in the textbook that's used the most.
01:09:37But more than that,
01:09:39Japanese people are very serious about winning the Nobel Prize.
01:09:45This is the experience of winning the Nobel Prize when Hideki Yukawa won it in 1949.
01:09:54People think it's amazing because of that.
01:09:56For example, Oe Kenzaburo won the Nobel Prize for Literature.
01:09:59Bob Dylan also won it.
01:10:01And for the Peace Prize,
01:10:04there are a lot of people who wonder why he won the Peace Prize.
01:10:08So by writing this,
01:10:11I thought it would be a good opportunity to think about what the Nobel Prize is.
01:10:18That's why I put this up.
01:10:20Mr. Takeda's textbook will continue, right?
01:10:23I'll put it up.
01:10:25At the end, it ended with Heisei to Reiwa.
01:10:29In the Showa era, it was written as Shibari Otaro.
01:10:32In the Edo era, it's written as Imamura Shogo.
01:10:35I'll do my best.
01:10:46This textbook is very educational,
01:10:50but I thought it was very difficult to handle.
01:10:53It's like F1.
01:10:56You can't let a normal driver drive this.
01:10:59You have to teach it to a teacher who has a lot of license and skills.
01:11:06I'll tell you something important.
01:11:08Unfortunately, Saitaku was chosen,
01:11:10but the local government didn't accept him.
01:11:13Because he didn't do anything for Saitaku.
01:11:16Actually, I was chosen twice.
01:11:20Next year, there will be a test for high school textbooks.
01:11:23I'll do my best.