has not served to encourage sound debate on the issue of nuclear power. Moreover,
this is not limited to the issue of nuclear power, nor is it a phenomenon that dates
from the Fukushima disaster: issues around food safety and gender equality have
been similarly characterized by emotive media reporting. Debate around these
issues has not been informed by current scientific knowledge; indeed, what has
prevailed is argument based on emotion engaged in without even an understanding
of the relevant laws.
Being a democratic society entails that the path society follows is set according
to the wishes of its citizens. These citizens exchange their divergent views and do
their utmost to reach a consensus. If an agreement cannot be reached, society acts in
accordance with the opinion of the majority. Necessary for such a process is that
people think about an issue and express their views. In modern society, however,
because many issues are complicated and difficult for people to adequately understand, often such issues are left to the “experts.”
Although the citizens’ right of self-determination should go hand in hand with
responsibility, entrusting decision making to the experts has resulted in responsibility for these decisions being thrust upon them. Entrusting all responsibility to the
experts could be expected to expedite decision making, but this has not been
the case; instead, the emotional response of the public has contributed further to
the deferring of decision making.
25.1.2 Why has Such a Situation Occurred?
One reason is that expressing one’s opinion is not necessarily viewed in a favorable
light at school and in the home. The way of thinking in Japan, encapsulated in the
saying wa wo motte totoshi (harmony is of utmost importance), leads to virtue being
placed on conforming to the views of others rather than asserting one’s own
opinions. It is partly because of this feeling that Japanese people in general have
had relatively little practice in expressing their ideas and opinions to others. In
recent years, debate-based lessons have been introduced by some elementary
schools, but the spread of such lessons through elementary school education as a
whole has not been sufficient. The second reason is rooted in the pivotal role given
at the elementary level to sakubun, or essay writing. Pupils practice exploring their
emotions and putting them down on paper, but not how to think in a logical way and
support their opinion with evidence. A third reason given for the situation described
here is the complexity of social problems nowadays, making understanding difficult
for “ordinary people,” who just give up even thinking about the issue.
The more complex issues become, however, the greater the necessity for citizens
to engage in discussion, express their opinions, and then make decisions. It is,
therefore, incumbent on each citizen to grapple with and discuss such issues.
Judging from the present situation, it does not seem that staging public debates,
having experts offer explanations, or other simple methods can serve as a substitute
for real engagement by the citizens. Although workshops aimed at citizens have
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A. Yoshida
this is not limited to the issue of nuclear power, nor is it a phenomenon that dates
from the Fukushima disaster: issues around food safety and gender equality have
been similarly characterized by emotive media reporting. Debate around these
issues has not been informed by current scientific knowledge; indeed, what has
prevailed is argument based on emotion engaged in without even an understanding
of the relevant laws.
Being a democratic society entails that the path society follows is set according
to the wishes of its citizens. These citizens exchange their divergent views and do
their utmost to reach a consensus. If an agreement cannot be reached, society acts in
accordance with the opinion of the majority. Necessary for such a process is that
people think about an issue and express their views. In modern society, however,
because many issues are complicated and difficult for people to adequately understand, often such issues are left to the “experts.”
Although the citizens’ right of self-determination should go hand in hand with
responsibility, entrusting decision making to the experts has resulted in responsibility for these decisions being thrust upon them. Entrusting all responsibility to the
experts could be expected to expedite decision making, but this has not been
the case; instead, the emotional response of the public has contributed further to
the deferring of decision making.
25.1.2 Why has Such a Situation Occurred?
One reason is that expressing one’s opinion is not necessarily viewed in a favorable
light at school and in the home. The way of thinking in Japan, encapsulated in the
saying wa wo motte totoshi (harmony is of utmost importance), leads to virtue being
placed on conforming to the views of others rather than asserting one’s own
opinions. It is partly because of this feeling that Japanese people in general have
had relatively little practice in expressing their ideas and opinions to others. In
recent years, debate-based lessons have been introduced by some elementary
schools, but the spread of such lessons through elementary school education as a
whole has not been sufficient. The second reason is rooted in the pivotal role given
at the elementary level to sakubun, or essay writing. Pupils practice exploring their
emotions and putting them down on paper, but not how to think in a logical way and
support their opinion with evidence. A third reason given for the situation described
here is the complexity of social problems nowadays, making understanding difficult
for “ordinary people,” who just give up even thinking about the issue.
The more complex issues become, however, the greater the necessity for citizens
to engage in discussion, express their opinions, and then make decisions. It is,
therefore, incumbent on each citizen to grapple with and discuss such issues.
Judging from the present situation, it does not seem that staging public debates,
having experts offer explanations, or other simple methods can serve as a substitute
for real engagement by the citizens. Although workshops aimed at citizens have
290
A. Yoshida