Statement on the unreasonable intervention in school education policy and sex and gender education by the government at the Tokyo Metropolitan Assembly in July

The Board of Sei-Kyo-Kyo (The Association for the Study of Human Sexuality and Gender Education) July 7, 2003

The comments on school education policy and sex and gender education made by Mr. Tsuchiya, a legislator, and other people at the Tokyo Metropolitan Assembly on July 2nd are unreasonable intervention and attempt at control. They violate the contents of the Education Law. We also firmly protest against their defamation of the Sei-Kyo-Kyo.

(1) Code #10 of the Education Law states that education should not surrender to unreasonable control by the "authority." Education policy should provide the conditions necessary for teachers and children to flourish. This is one of the most important ideas in modern education, derived from the reconsideration of the way education was conducted before W. W. II. We must protect the concept stated above. In addition, Code #1 states that the role of teachers and education is to help children develop independent minds and healthy bodies and who will be responsible for the establishment of a peaceful nation and society. To reach this goal, teachers must learn to improve their teaching, and in turn, their freedom should be respected.

(2) The "problems" of sex and gender education pointed out at the Assembly this time were the ones already reported sensationally in the press since January, 2003. We have been protesting against these distorted reports. However, it is different this time because the "problems" (in the legislatorÕs opinion) were reported at the Assembly and the educational authority promised to resolve the "problems" with certain resolutions. Their "solutions" must not be accepted from the viewpoint of the Education Law. It is obviously restriction of educational practice by a governmental authority that will allow them to control the content of education. We strongly recommend that the Boards of Education, including (education) directors, and administrators, such as principals and vice-principals, protest against this kind of strict intervention in education.

(3) We must not accept their faultfinding and defamation of the Sei-Kyo-Kyo at the Tokyo Assembly. Sei-Kyo-Kyo is a private organization for studying and researching human sexuality and gender education established in 1982. Since then, we have provided opportunities for many people, especially teachers, to train in sex and gender education, because this is not a part of the standard teacher training program, despite the fact that sex and gender education is a necessary component of the education of our youth.

Our basic ideas on sex and gender education focus on scientific facts, human rights, independence, and co-habitation; in other words, sex and gender education answers the needs of children today based on scientific and social perspectives. For the establishment of better sex and gender education in Japan, we have worked not only with teachers but also with parents, medical doctors, nurses, health officials, and ordinary people who have joined our meetings and workshops. We believe that our efforts and ideas have contributed to the healthy development of children and have been increasingly accepted by society.

In 2001, we began publishing a magazine entitled Sexuality. The readers are able to contribute their teaching materials, practices, and research results, and use the magazine for study purposes. Pupils and parents have found the materials created by teachers enriching. We have never received any complaints, whatsoever, and are proud of this publication. However, now for the first time, the magazine has been criticized by the legislator. He has distorted and attacked the material with his own interpretations.

(4) Many teachers who provide sex and gender education ask parents to join and observe their classes in order to discuss their teaching and to learn from each other. The lesson plans published in our magazines have been opened to the public. If some people, such as the legislator, thought that these were problematic, why did they not come to observe the entire class, discuss with the teachers, and talk with the children about their opinions and feelings? I believe that those kinds of actions would help them understand the situations of the children and schools today, and in turn, help teachers improve their practice.

However, the governmental authority has made a judgment simply by looking at lesson plans and teaching materials submitted by teachers. Moreover, when teachers (or the presenters) were told to submit their materials immediately, they were pressured as if they were criminals. It was unfair harassment and "unreasonable control." Children like to participate in sex and gender education classes just as they like other classes. Such classes instill self-esteem in their bodies. I think it is most urgent to change the present situation and the concept of sex for those who have not had a chance to take sex and gender education and for those, especially men, who criticize the materials such as the words and the dolls used in the handicapped childrenÕs school with their narrow "masculine" viewpoint only.

(5) Teachers and schools are the ones who should be responsible for students and classes. They know that they should be serious about improving and developing their knowledge and practice. They know they can learn from others and that they should spend time and energy to prepare effective and suitable materials. They know that they should make a greater effort when they do not get good results in their classes. They know that lessons that are not accepted or supported by children and parents should be changed and improved. They know what their responsibility is. We should trust and respect teachers who are concerned about the situation of children today and work on their behalf. Teaching materials used in classes are an integral part of the lesson and it is more important that the lesson as a whole goes well. Therefore, it is an undue criticism of lessons and educational practices, if it is based on the evaluation of only one material, one word, or one occasion.

(6) We fear that this accusation by the legislator at the Tokyo Metropolitan Assembly will cause other problems, such as excessive control of school education in general by the governmental authority, as well as oppression of the freedom of teachers who intend to study at certain workshops. We must pay attention to the reactions to this incident.

Finally, I would like to ask for your support. Please protest with us in order to protect the true meaning of the Education Law and help us develop meaningful sex and gender education for our children.

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