A Comparative Analysis of the Goals of Moral Education in Elementary Level in Japan and Iran with Respect to the Values Governing Curriculum

The present is centered on a comparative analysis of the goals of moral education in the elementary level of the educational system in Japan and Iran with respect to the values governing the elements of curriculum. A comparative analysis method is used in this research. The comparative study of the moral education in the formal educational system in Iran and Japan can have the form of macro-analysis or micro-analysis. Some of the findings of macro-analysis show that the goals of moral education pursued by these two countries are very much alike in four areas. In Iran's curriculum, these areas are: one’s relation with one’s self, one’s relation with God, one’s relation with others and one’s relation with creation. In Japan's curriculum, they are: self-analysis, one’s relation with nature and having idealized views, one’s relation with others and one’s relation with group and society. Of course, in Iran’s curriculum, God has a pivotal role and the other areas are arranged according to this role. However, micro-analysis, which focuses on the study of every goal related to the moral education in the elementary level of the formal educational systems of these countries, is divided into three types, which are as follows: first, those goals which overlap each other; such as "the child is polite and kind" and "he/she works hard to achieve success"; second, those goals which are characteristic of Iran and are not detectable among the moral goals of Japan, such as "the child likes and observes Islamic veil" and "he/she forgives others for their ill-treatment"; and finally, those goals which are characteristic of Japan and not detectable among the goals related to the moral education in Iran, such as "respecting other cultures and holding people of other nations in high esteem” and "collaborative work and feeling a sense of responsibility".