Tawara-san ended his talk on Thursday by declaring how much he loved his country–perhaps even more than Abe–despite its flaws. This closing to what conservatives would most likely have labeled a “masochistic” lecture seemed to throw out a question that is ultimately at the heart of the whole textbook controversy. What exactly is patriotism? Tawara-san’s love for Japan juxtaposed with his opposition to patriotic education exemplifies how loving one’s country and remaining critical of its actions are not mutually exclusive positions. As May posted in her chalk entry, masochistic criticism from individuals like Tawara-san should be “a sign of a more loyal citizen who wishes to see his/her country progress and improve.” I think this is a more palatable portrayal of patriotic citizens than the self-sacrificing foot-soldiers Abe and the right have in mind by stressing a citizen’s “act of ‘loving’” his or her country (True Nature of Abe Shinzo). The activism of the visitors we have had in the past two months reify this alternative understandig of patriotism, I think. While our guests may not appreciate such label, they reassured me of the present movements in Japan that have the country’s interests in maintaining peace and spreading awareness in mind.
While our visitors are hopeful signs, the present upheaval over revising past Japanese wrongs in textbooks and patriotic curricula painfully teach me how history is definitely not on a teleological path of progress. For every Ienaga lawsuit and victory, there will always be a retaliation from the likes of Abe and new textbook supporters. And this ongoing struggle leads to the question of who will inherit the activism of older figures like Tawara-san. Like the 15 women in Nakajima-san’s case, comfort women from the Pacific War, and Nagasaki/Hiroshima hibakusha, key witnesses and participants who are willing to come forth and participate in social movements are impressively from older generations. Though several of our guests have expressed hope in younger generations and students with new vehicles like the internet and transnational dialogue, some of the realities of Japanese youth still alarm me. It is baffling to read about politicians and even academics who believe in the importance of interweaving patriotism in history lessons when the majority of students are not even aware of the war between the US and Japan. There seems to be a more urgent task for education reformers in Japan that does not include evaluating patriotism–however defined.
As a final note, I want to comment on how much I enjoyed Tawara-san’s visit. His talks were extremely informative and he presented in a way that was very easy to understand. During the class dinner, I found him very approachable as we beleaugered him with questions while he ate.
