G6024215 Japanese Economic History 1

Hiroshima University Syllabus

Japanese

Academic Year 2026Year School/Graduate School School of Economics Economics Day Course

Lecture Code G6024215 Subject Classification Specialized Education

Subject Name 日本経済史１

Subject Name
（Katakana）ニホンケイザイシ１

Subject Name in
English Japanese Economic History 1

Instructor KATSUBE MAKOTO

Instructor
(Katakana) カツベ　マコト

Campus Higashi-Hiroshima Semester/Term 3rd-Year, Second Semester, 3Term

Days, Periods, and Classrooms (3T) Weds5-8：ECON B255

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Lecture

Credits 2.0 Class Hours/Week 4 Language of Instruction J : Japanese

Course Level 3 : Undergraduate High-Intermediate

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 03 : Economics

Eligible Students

Keywords Modern and Contemporary Japan, Economic History, Social Structure, Historical Characteristics, Manufacturing

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students) Economic Analysis program
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students) Economic Analysis
（Abilities and Skills）
・The ability to develop historical analysis applying knowledge on economic history, history of economic doctrines and political economy.

Class Objectives
/Class Outline This course is a subject in the field of history. However, my aim is for each of you to develop an awareness of thinking about the present based on historical perspectives, and to articulate your own answers to questions that do not have a single correct solution.
In general, lectures on Japanese economic history tend to build arguments in a detailed, chronological manner. In contrast, my primary focus is on encouraging you to think about contemporary issues. In this sense, from the standpoint of historical scholarship, this course will involve relatively broad and simplified discussions. The course will also cover the Heisei and Reiwa periods, which have not yet fully come to be regarded as historical eras.
In the final class, we will conduct presentations and Q&A sessions through group work on the themes of “how to understand the strengths and challenges of the Japanese economy” and “how to approach learning at university.” Participation is not mandatory for all students; rather, it is intended for those who volunteer or are particularly motivated.
As noted later, grading will be based not on examinations but on the average score of submitted comments. However, students who participate in group work will be asked to submit reflections, and as an incentive, their reflection scores will be added to their average comment score.
Accordingly, after the eighth class, groups will be formed and roles such as director and speaker will be assigned. Then, after the tenth, twelfth, and fourteenth classes, 30-minute group discussions will be held each time.

Class Schedule 1．Orientation
2．What does it mean to be Japanese?―How to embrace diversity and have an economic outlook?―
3．Considerations on Family Structure and Work Patterns―The evolution of women's social roles in history―
4．The relationship between Social mobility/fixity and Economic activity―Considerations from a historical comparison of Japan and China―
5．The academic perspectives offered by Economic Development Typology Theory―Why focus on “Ie”= family and “Mura”=community?―
6．The Correlation between the fixity of Japanese Society and manufacturing architecture―The relationship between Integral Architecture and Japanese traditional society―
7．Considering the Nature of Decision-Making and the Future of Leadership―The Image of traditional leaders and the Nature of Corporate Culture in Japan―
8．Future perspectives on Economic Activity and Human Development in Japan―Why do people learn?―
9．An examination of Japanese historical work styles―Considering the academic perspective of Japanese Work Ethic Revolution, and the modern black labor environment―
10．Historical sspects of Industrialization during the Meiji Period―Considering the diverse aspects of the Industrialization process―
11．Examining the relationship between Industrialization and the Emergence of Mass Society during the Taisho Period―What were the social conditions resulting from the expansion of economic disparities?―
12．How Startup Companies developed after the War within Japanese dual structure of the economy―The spirit of challenging the frontier―
13．What were the structural factors behind the emergence of the Bubble Economy in Japan?―The structure behind the Japanese Management System―
14．What was lost during the process of Japan's 'Lost 30 Years'?―The merits and demerits of the Idea that 'People are Costs'―
15．How to approach the DX Society and AI Society in future Japan―What should we do to become the 'Desired Talent' in a challenging environment?―

Text/Reference
Books,etc. There is no textbook. Reference books include the "History of Japan" series from the early modern period to the modern and contemporary periods (Shogakukan, Shueisha, Chuokoron-Shinsha, etc.) and "Seminar: Introduction to the Japanese Economy" (Nikkei Shimbunsha). Both are available at the Central Library.

PC or AV used in
Class,etc. Handouts, moodle

(More Details) PowerPoint

Learning techniques to be incorporated Post-class Report

Suggestions on
Preparation and
Review I will not re-explain the basic knowledge related to Japanese history, so for those who have not studied Japanese history in high school, I recommend reading the learning manga 'History of Japan,' or the more complex version by Shotaro Ishinomori 'History of Japan' (Chuko Bunko) covering the Edo period to modern times.
I will distribute a brief handout before each class, but the lectures themselves will be conducted primarily using PowerPoint. I would like you to train yourselves to take notes on the points you find interesting in both the PowerPoint slides and my explanations.
I will distribute a brief resume before the class, but the class content will primarily focus on PowerPoint presentations. I would like you to practice taking quick notes on points that you find 'interesting' during the lesson. Just to be sure, I will upload the PowerPoint files to Moodle for three days after the class, so please use them to supplement any information you may have missed.

Requirements Each week during class, you are expected to identify something you personally find “interesting,” explore it in depth, and submit a 400–500character comment. What exactly did you find interesting, and why? I would like you to reflect on this in relation to your own experiences and general assumptions.
If you do not find the material interesting, then please examine why that is the case and write your comment accordingly. For example, you might say, “This was something I had already learned in previous classes, so there were no new insights,” or “If the lecture had developed the topic of ~~, it might have revealed issues such as these.”
In short, I would like you to actively search for what you find interesting within each class.

Grading Method Evaluation will be based on weekly comments submitted for the two class sessions each week; there will be no final examination. Each comment will be graded out of 90 points, and your final grade will be determined by the average score of seven submissions.
The baseline standard is set at 70%. If I find a comment “interesting,” I will add 10%, 20%, or more to the score. Conversely, if I do not find it interesting, I will deduct 10% or 20%.
What I consider “interesting” are comments in which your own experiences and thinking are clearly expressed—for example, cases where I can sense your excitement about a particular discovery, where it is evident that you are thinking deeply, or where your ideas go beyond my expectations. On the other hand, comments that simply trace the lecture content as it was presented, or that show no evidence of personal engagement or intellectual struggle, are not interesting to me.
Students who participate in group work will be required to devote additional time and effort, and attendance from the preparation stage will also be monitored. Therefore, as an incentive, reflections submitted after the group work (approximately 400–500 characters) will be graded out of 25 points and added to the average comment score.

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message The two-tier evaluation system—grading based solely on comments without an exam, along with incentives for participation in group work—stems from reflections on last year’s course.
Specifically, there was a problem in that the number of students attending classes was low relative to the number of registered students, and attendance declined further as the course progressed. This led me to question whether the classes themselves were not sufficiently engaging. I had intended to structure the course around topics that I personally found interesting, but perhaps that did not come across effectively, or perhaps there is a gap between my sense of what is “interesting” and that of the students.
However, when I asked the students who remained until the end why the number of participants had decreased, I was told that it was due to “the gap between the instructor’s level of enthusiasm and students’ desire to earn credits with minimal effort.” While I do not endorse the attitude of wanting to earn credits with as little effort as possible, I cannot ignore the practical issue of declining enrollment. It is for this reason that I have adopted last year’s students’ suggestion to eliminate exams and base grading solely on comments. In this course, as long as you submit weekly comments, you will pass, so for many students, earning credit should not be particularly difficult.
At the same time, there are always some students each year who are highly motivated to learn, and I would like to meet their needs as well. For such students, group work should provide a valuable and stimulating opportunity.

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2026Year	School/Graduate School	School of Economics Economics Day Course
Lecture Code	G6024215	Subject Classification	Specialized Education
Subject Name	日本経済史１
Subject Name （Katakana）	ニホンケイザイシ１
Subject Name in English	Japanese Economic History 1
Instructor	KATSUBE MAKOTO
Instructor (Katakana)	カツベ　マコト
Campus	Higashi-Hiroshima	Semester/Term	3rd-Year, Second Semester, 3Term
Days, Periods, and Classrooms	(3T) Weds5-8：ECON B255
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face
Lecture
Credits	2.0	Class Hours/Week	4	Language of Instruction	J : Japanese
Course Level	3 : Undergraduate High-Intermediate
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	03 : Economics
Eligible Students
Keywords	Modern and Contemporary Japan, Economic History, Social Structure, Historical Characteristics, Manufacturing
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)	Economic Analysis program
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)	Economic Analysis （Abilities and Skills）・The ability to develop historical analysis applying knowledge on economic history, history of economic doctrines and political economy.
Class Objectives /Class Outline	This course is a subject in the field of history. However, my aim is for each of you to develop an awareness of thinking about the present based on historical perspectives, and to articulate your own answers to questions that do not have a single correct solution. In general, lectures on Japanese economic history tend to build arguments in a detailed, chronological manner. In contrast, my primary focus is on encouraging you to think about contemporary issues. In this sense, from the standpoint of historical scholarship, this course will involve relatively broad and simplified discussions. The course will also cover the Heisei and Reiwa periods, which have not yet fully come to be regarded as historical eras. In the final class, we will conduct presentations and Q&A sessions through group work on the themes of “how to understand the strengths and challenges of the Japanese economy” and “how to approach learning at university.” Participation is not mandatory for all students; rather, it is intended for those who volunteer or are particularly motivated. As noted later, grading will be based not on examinations but on the average score of submitted comments. However, students who participate in group work will be asked to submit reflections, and as an incentive, their reflection scores will be added to their average comment score. Accordingly, after the eighth class, groups will be formed and roles such as director and speaker will be assigned. Then, after the tenth, twelfth, and fourteenth classes, 30-minute group discussions will be held each time.
Class Schedule	1．Orientation 2．What does it mean to be Japanese?―How to embrace diversity and have an economic outlook?― 3．Considerations on Family Structure and Work Patterns―The evolution of women's social roles in history― 4．The relationship between Social mobility/fixity and Economic activity―Considerations from a historical comparison of Japan and China― 5．The academic perspectives offered by Economic Development Typology Theory―Why focus on “Ie”= family and “Mura”=community?― 6．The Correlation between the fixity of Japanese Society and manufacturing architecture―The relationship between Integral Architecture and Japanese traditional society― 7．Considering the Nature of Decision-Making and the Future of Leadership―The Image of traditional leaders and the Nature of Corporate Culture in Japan― 8．Future perspectives on Economic Activity and Human Development in Japan―Why do people learn?― 9．An examination of Japanese historical work styles―Considering the academic perspective of Japanese Work Ethic Revolution, and the modern black labor environment― 10．Historical sspects of Industrialization during the Meiji Period―Considering the diverse aspects of the Industrialization process― 11．Examining the relationship between Industrialization and the Emergence of Mass Society during the Taisho Period―What were the social conditions resulting from the expansion of economic disparities?― 12．How Startup Companies developed after the War within Japanese dual structure of the economy―The spirit of challenging the frontier― 13．What were the structural factors behind the emergence of the Bubble Economy in Japan?―The structure behind the Japanese Management System― 14．What was lost during the process of Japan's 'Lost 30 Years'?―The merits and demerits of the Idea that 'People are Costs'― 15．How to approach the DX Society and AI Society in future Japan―What should we do to become the 'Desired Talent' in a challenging environment?―
Text/Reference Books,etc.	There is no textbook. Reference books include the "History of Japan" series from the early modern period to the modern and contemporary periods (Shogakukan, Shueisha, Chuokoron-Shinsha, etc.) and "Seminar: Introduction to the Japanese Economy" (Nikkei Shimbunsha). Both are available at the Central Library.
PC or AV used in Class,etc.	Handouts, moodle
(More Details)	PowerPoint
Learning techniques to be incorporated	Post-class Report
Suggestions on Preparation and Review	I will not re-explain the basic knowledge related to Japanese history, so for those who have not studied Japanese history in high school, I recommend reading the learning manga 'History of Japan,' or the more complex version by Shotaro Ishinomori 'History of Japan' (Chuko Bunko) covering the Edo period to modern times. I will distribute a brief handout before each class, but the lectures themselves will be conducted primarily using PowerPoint. I would like you to train yourselves to take notes on the points you find interesting in both the PowerPoint slides and my explanations. I will distribute a brief resume before the class, but the class content will primarily focus on PowerPoint presentations. I would like you to practice taking quick notes on points that you find 'interesting' during the lesson. Just to be sure, I will upload the PowerPoint files to Moodle for three days after the class, so please use them to supplement any information you may have missed.
Requirements	Each week during class, you are expected to identify something you personally find “interesting,” explore it in depth, and submit a 400–500character comment. What exactly did you find interesting, and why? I would like you to reflect on this in relation to your own experiences and general assumptions. If you do not find the material interesting, then please examine why that is the case and write your comment accordingly. For example, you might say, “This was something I had already learned in previous classes, so there were no new insights,” or “If the lecture had developed the topic of ~~, it might have revealed issues such as these.” In short, I would like you to actively search for what you find interesting within each class.
Grading Method	Evaluation will be based on weekly comments submitted for the two class sessions each week; there will be no final examination. Each comment will be graded out of 90 points, and your final grade will be determined by the average score of seven submissions. The baseline standard is set at 70%. If I find a comment “interesting,” I will add 10%, 20%, or more to the score. Conversely, if I do not find it interesting, I will deduct 10% or 20%. What I consider “interesting” are comments in which your own experiences and thinking are clearly expressed—for example, cases where I can sense your excitement about a particular discovery, where it is evident that you are thinking deeply, or where your ideas go beyond my expectations. On the other hand, comments that simply trace the lecture content as it was presented, or that show no evidence of personal engagement or intellectual struggle, are not interesting to me. Students who participate in group work will be required to devote additional time and effort, and attendance from the preparation stage will also be monitored. Therefore, as an incentive, reflections submitted after the group work (approximately 400–500 characters) will be graded out of 25 points and added to the average comment score.
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	The two-tier evaluation system—grading based solely on comments without an exam, along with incentives for participation in group work—stems from reflections on last year’s course. Specifically, there was a problem in that the number of students attending classes was low relative to the number of registered students, and attendance declined further as the course progressed. This led me to question whether the classes themselves were not sufficiently engaging. I had intended to structure the course around topics that I personally found interesting, but perhaps that did not come across effectively, or perhaps there is a gap between my sense of what is “interesting” and that of the students. However, when I asked the students who remained until the end why the number of participants had decreased, I was told that it was due to “the gap between the instructor’s level of enthusiasm and students’ desire to earn credits with minimal effort.” While I do not endorse the attitude of wanting to earn credits with as little effort as possible, I cannot ignore the practical issue of declining enrollment. It is for this reason that I have adopted last year’s students’ suggestion to eliminate exams and base grading solely on comments. In this course, as long as you submit weekly comments, you will pass, so for many students, earning credit should not be particularly difficult. At the same time, there are always some students each year who are highly motivated to learn, and I would like to meet their needs as well. For such students, group work should provide a valuable and stimulating opportunity.
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

Back to syllabus main page