فهرست نشریات علمی دسترسی آزاد ایران

This study explores how the concept of Omoiyari_a distinctly Japanese form of empathy_is taught in Japanese elementary schools and how this teaching reciprocally strengthens students’ social behaviors and sense of solidarity. Omoiyari, which refers to an intuitive understanding of others’ feelings and needs, is a cornerstone of Japanese culture and holds a central position in the nation’s educational system. The study adopts Émile Durkheim’s theory of education as its theoretical framework. According to Durkheim, education is a fundamental institution for cultivating altruism and fostering social solidarity, guiding individuals from egocentric to altruistic orientations. Methodologically, the research employs a directed qualitative content analysis using the unstructured matrix approach. The analysis focuses on the content of the Japanese moral education textbook Our Moral, examining it through the theoretical lenses of altruism, teamwork, and the school environment. Findings reveal that the curriculum promotes mutual assistance and cooperative behavior across three levels: intrapersonal, interpersonal, and societal. Moreover, themes related to altruism contribute both to the development of cohesive teamwork and to the nurturing of empathetic school environments. Conversely, the presence of such cohesive and empathetic communities reinforces altruistic behavior among students. This reciprocal dynamic plays a crucial role in forming empathetic and cooperative communities within Japanese schools and offers a valuable model for educational systems in other countries.