Aesop's Fables and Ethics Education in Japan

The Introduction of Ancient Greek Culture to 16th-Century Japan

Nov 22, 2009 Naoko Charity

Aesop's Fables were introduced to Japan by Catholic missionaries. The fables became widely accepted to help influence societal ethics in Japan after Confucianism.

Japan was formerly influenced by Confucianism (and Buddhism) prior to the arrival of Christianity, and Confucian philosophy has prevailed and took roots in the wide range of sectors in the society – from politics, education, to family life. While the number of Japanese Christians has remained small, Japan welcomed western values represented in Aesop's Fables.

Confucianism vs. Aesop’s Fables

Under Confucianism, absolute obedience to authority, a strict family structure, and hard work were enforced. However, while Asian philosophical and religious elements settled in directing the society, the Aesop’s Fables based on the western values also influenced and enhanced how Japanese culture has been shaped. In Japan, Aesop’s Fables were not viewed as morals brought by Catholics, but instead, are beloved as a symbol representing moral standards of humanity that need to be instilled at a young age.

Aesop’s Fables in the Tokugawa Period

Although Christianity had come to be harshly banned from Japan since its propagation, by powerful rulers, such as Toyotomi Hideyoshi, during the Tokugawa’s rule, the Aesop's fables were published, and managed to become popular among the Japanese. Today, since the fables, such as “The Rabbit and the Turtle” (The Tortoise and the Hare), have become so familiar, it is not unusual for some to confuse it as a Japanese folktale.

Under Tokugawa’s rule (1603 – 1868) with the successful feudal system and foreign exclusion policy, Confucianism definitely helped the government in controlling the populace by strict adherence to class systems, their duties, and the enforcement of laws to solidify the strict feudal society with limited foreign influence. During the exclusion period, in addition to the Koreans and Chinese, the Dutch were the only Western influence allowed to mingle with Japan since they were from the Protestant sector of Christianity which approached Japan as a trade partner, not a propagator of Christianity.

With the selective openness to the Western influence, the government’s seemingly strict foreign exclusion policy yet remained somewhat flexible to allow people to access certain western elements, such as art. While Japan had formally banned Christianity, with curious and opportunistic characteristics, Japanese people were willing to remain open to western elements. Aesop’s’ Fables were one of these elements that entertained curious Japanese minds.

Shinto and Greek Polytheism, and Roles of Animals

The key success of Aesop’s Fables is credited to the abundant use of animals in the moral creating stories. The other two elements that owed to its success were the fact that the populace was already conditioned to follow rules, to work hard, and to attain cooperation under Confucian teachings, and the fact that the Japanese indigenous religion, Shinto, is a polytheism (believing in 8 million gods), which includes animal spirits. There are countless Japanese folktales that describe animals as moral creators or distracters, gods, and symbols of purity or mystery. Animals in Aesop’s Fables also appear as moral creators, and distracters. Aesop’s Fables had originated in Greece where polytheism was established in ancient times, just as Japanese Shinto had been.

Education of Ethics in Japan

In the Meiji period (1868 – 1912), when Japan made passionate attempts to catch up to the West by absorbing western elements, and to move away from the old feudal system, Japan’s opportunistic attitude to gain from various ideologies, fostered by Shinto, made it possible to construct an education of ethics based on many religious and cultural concepts.

While Confucianism enforced strict guidance to follow rules, the newly restructured Japanese leaders felt it was necessary for people to acquire the ability to learn morals and ethics without enforcement. Aesop’s Fables were inserted into school books issued by the government to enhance the ethics education.

Today, the ethics classes are taught an average of once per week in Japanese compulsory education. In addition to the use of Aesop’s Fable, the government network TV station, NHK, has been running a television program, “Junior High Diary”, since 1961, which often is used as study material, however, many Japanese fondly remember Aesop’s Fables as the basis of ethics education.

Aesop, the Ant and Japan

One of the most beloved stories among Aesop’s Fables in Japan is “The Ant and the Grasshopper”. The hard working ant who worked continuously without rest during summer, watched a grasshopper singing and relaxing under the sun. In the end, the Ant confronts the Grasshopper who finds himself without food, and proclaims, “You should have worked hard during summer in preparation of winter”.

Japanese people are typically known to be the world’s best money savers. Until recently, credit cards have been almost non-existent in Japan. Most parents save money for their children’s’ college education, and buy a property hoping to benefit their decedents in the future. The post-war Japanese economic miracle became possible by the exceptionally hard-working Japanese who shared Aesop’s Ants’ philosophy.

Aesop came from a slave status more than 2,500 years ago and perhaps never imagined how these stories would influence future society, regardless of religion, race or nationality.

Tsuchiya, Yukio. Issopu Monogatari (Aesop’s Fables) for Second Grade Students. Tokyo: Kaiseisha Publishing Company, 1993.

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Aesop from Ancient Greece