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2008年7月15日 (火)

竹島は日本固有の領土

(Jul. 15, 2008) The Yomiuri Shimbun

Teach the truth: Takeshima part of Japan

学習指導解説書 「竹島」明記は遅いぐらいだ(7月15日付・読売社説)

It is the vital responsibility of the education system to teach the next generation accurate information about the country's territory and history.

国の将来を担う子どもたちに、自国の領土や歴史についてきちんと教えていくことは、学校教育の重要な責務だろう。

An instruction manual for the education ministry's new curriculum guidelines for social studies at middle schools mentions for the first time that students should be taught that the disputed Takeshima group of islets, which South Korea calls Dokdo and claims as sovereign territory, are Japan's territory.

中学校社会科の新学習指導要領の解説書に、韓国が領有権を主張している竹島について、日本の領土であると教えるよう初めて盛り込まれた。

(Islet=小島) (sovereign=主権を有する)

The Takeshima islets are an integral part of our nation's territory historically and by international law. This is the position the Japanese government has steadfastly maintained.

竹島は、歴史的にも国際法上も我が国固有の領土である。それが日本政府の立場だ。

(steadfastly=不動の、不変の、確固とした)

The four Russian-held islands off eastern Hokkaido, known as the northern territories, have been described as part of Japan's territory not only in the education ministry's curriculum guidelines and in its instruction manual, but also in all 14 textbooks on geography and civics used in middle schools. Four textbooks have already carried descriptions of the Takeshima islets. Describing the Takeshima islets as part of Japan in the instruction manual should have been done much earlier.

日本の領土として、北方4島は、指導要領や解説書に加え、地理と公民の中学教科書全14冊に書かれている。竹島も4冊に記述があり、今回、解説書に記載されたのは遅すぎたぐらいだ。

(civics=公民 srachaiが学生のころはこの科目はなかった、比較的新しい科目だと思われる)

After reports on Japan's plan to mention the Takeshima islets in the curriculum instruction manual, South Korean President Lee Myung Bak expressed concern and the South Korean National Assembly adopted a resolution calling on the Japanese education ministry not to include mention of the Takeshima islets as an integral part of Japanese territory.

解説書に入れる方針が報じられた後、韓国の李明博大統領は懸念を伝え、韓国国会も日本固有の領土と明記しないよう決議した。

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Diplomatic consideration

(外交的考慮)

In the instruction manual, a direct description of the Takeshima islets as "an integral part of our nation's territory" was avoided.

解説書では、「竹島は我が国固有の領土」という直接的な表現を避けている。

The instruction manual calls for accurately treating "the northern territories as part of our nation's territory," while it instructs teachers "to provide a deeper understanding [of the Takeshima islets] as our nation's territory in the same manner as the northern territories." In this regard, the manual calls for teachers to refer to disagreement between Japan and South Korea over the Takeshima islets.

「北方領土は我が国固有の領土」として的確に扱うよう求めたうえで、竹島も「北方領土と同様に我が国の領土・領域について理解を深めさせる」とした。その際、竹島は日韓間に主張の相違があることに触れるよう求めている。

This shows a measure of a diplomatic consideration for South Korea. The South Korean government is strongly opposing Japan's move, saying that it has asked the South Korean Ambassador to Japan Kwon Chul Hyun to return to Seoul in protest. We hope that Seoul responds to the matter in a calm manner.

韓国への配慮だろう。韓国政府は駐日大使を一時帰国させる方針を示すなど反発を強めているが、冷静な対応を求めたい。

By the mid-17th century, early in the Edo period (1603-1867), Japan had already established its sovereignty over the Takeshima islets. In 1905, the islets were incorporated into the jurisdiction of Shimane Prefecture with Cabinet approval.

竹島は、遅くとも江戸時代初期の17世紀半ば以降、日本が領有権を確立し、1905年、閣議決定を経て島根県に編入された。

sovereignty=主権、統治権) (jurisdiction=管轄権、支配権)

===

Seized territory

(竹島は日本固有の領土)

In 1952, shortly before the San Francisco Peace Treaty, which stipulates the post-World War II territory of Japan, went into effect, then South Korean President Syngman Rhee suddenly declared sovereignty over the waters around South Korea and drew a line in the Sea of Japan, claiming sovereignty over the Takeshima islets. Since then, South Korea has unlawfully occupied the islets.

ところが、サンフランシスコ講和条約が発効する直前の52年、当時の李承晩大統領が突然、日本海に「李承晩ライン」を設け、竹島を韓国領域内に入れて以降、不法占拠を続けている。

South Korea is a neighboring country with which Japan has to closely cooperate on resolving the denuclearization of North Korea and the abduction of Japanese by North Korean agents.

韓国は、北朝鮮の核廃棄や拉致問題解決のため、密接に連携していかねばならない隣国である。

However, the issue of what a national education system should provide to its people, including instruction on territorial issues, is one of national sovereignty. Diplomatic consideration belongs in a different category from an accurate conveyance to the next generation of the history and territory of a sovereign state.

だが、領土問題はもちろん、国民にどういう教育をするかは、国の主権にかかわる問題だ。外交上の配慮と、主権国家として歴史や領土を次世代に正しく伝えていくこととは、次元が異なる。

(national sovereignty=国家主権) (conveyance=次世代への引継ぎ事項) (sovereign state=主権国家)

Different from the curriculum guidelines, the instruction manual is not legally binding. But it is significant because it will serve as a guideline for the editing of school textbooks by publishers and for classroom teaching.

On the basis of the spirit of the instruction manual, publishers have to commit themselves to provide easy-to-understand explanations in their textbooks while teachers have to instruct students with clarity.

解説書は指導要領と異なり、法的拘束力がないが、出版社の教科書編集や授業の指針となるだけに、意義は小さくない。解説書の趣旨を踏まえ、出版社はわかりやすい記述を心掛け、教師もしっかり指導していかねばならない。

(curriculum guidelines=解説書) (instruction manual=指導要領) (clarity=明瞭、明快)

Solving the territorial issue of sovereignty over the Takeshima islets is a difficult task. For this reason, it is vital that the Japanese people correctly understand the issue and can clearly argue Japan's stance to the international community.

竹島の領有権をめぐる問題の解決は難しい。だからこそ、国民が正しく理解し、国際社会に日本の立場を明確に主張していけるようにすることが大切だ。

vital=不可欠な、必須の)

(From The Yomiuri Shimbun, July 15, 2008)

20087150153  読売新聞)

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