教育勅語 について
世界で尊重される教育勅語と修身
より抜粋
ロナルド.レーガン（第40代）大統領が1981年に就任すると、それまで荒廃しきっていた教育環境を立て直すべく、直ちに道徳教育の復興に乗り出し改革を行ったのは、後に出版された「The Book of Virtues」と共に、あまりにも有名な話です。
この道徳教育改革のメンバーのひとりが教育長官（日本の文部大臣に該当）を務めたウイリァム・ベネット氏で、彼は退任直後、レーガン政権の教育改革のノウハウを「The Book of Virtues」（道徳読本）という名の本にして出版しました。
このベネット氏の本のオリジナルとなったのが、
日本の教育勅語・修身の研究で有名な小池松次先生が、
昭和40年代に出版された 『修身・日本と世界』でした。
この本のもとになったのが、日本の修身教育と日本で昭和45（1970）年に出版されていた
小池松次編薯「これが修身だ」だったことが後日、
ドイツの週刊誌デア・シュピーゲル (Der Spiegel) と米国のタイム誌からの取材で小松氏にもたらされたそうです。
平成5（1993）年、この830ページもある大著が「第二の聖書」と言われるほど毎年ベストセラーになり、遂に3000万部を突破しました。
William J. Bennett
ウィリアム・ジョン・ベネット(1943年7月3日 - ）は、アメリカ合衆国の政治家、哲学者。 ロナルド・レーガン政権でアメリカ合衆国教育長官、
ジョージ・H・W・ブッシュ政権で国家薬物取締政策局局長を務めた。
ベネットの主たる著書として、『The Book of Virtues: A Treasury of Great Moral Stories（魔法の糸――こころが豊かになる世界の寓話・説話・逸話100選）』（実務教育出版）が挙げられる。
その内容は、10の徳目を章立ててまとめたものであり、各徳目について解説と関連する小話が掲載された。
この本は1994年から1995年にかけてアメリカで250万部を売り上げ、最終的には3000万部を超えるベストセラーとなった。
これ以外にも『The Children's Book of Virtues（子供たちのための道徳読本）』（1995年）や『The Death of Outrage: Bill Clinton and the Assault on American Ideals（憤怒の死：ビル・クリントンとアメリカの理想への攻撃）』（1998年）など、十数冊の書籍を執筆・編集した。
https://ja.wikipedia.org/wiki/ウィリアム・ジョン・ベネット
この事実をネトウヨがとレッテル貼りをした上に、デマだと大嘘ついて広めている馬鹿な奴らがいます。騙されてはいけません！！
Why The Japanese Outlearn The U.s.
Even so, Japanese successes in education are relevant to Americans for several reasons, as Education Secretary William J. Bennett points out in an epilogue to the U.S. report on Japan. The reason for paying attention, says Mr. Bennett, is that ``Japanese education works. It is not perfect, but it has been demonstrably successful in providing modern Japan with a powerfully competitive economy, a broadly literate population, a stable democratic government, a civilization in which there is relatively little crime or violence and a functional society wherein the basic technological
infrastructure is sound and reliable.``
The Japanese, with their well-educated work force, are also running away with several key American markets. Their children consistently beat ours in international math and science tests. And, at least one controversial study shows, the Japanese I.Q. may actually be rising and now tops ours by a measurable margin.
What lessons can Americans learn from the Japanese? Mr. Bennett starts off his list with parental involvement. He quotes from a major American study on education reform that emphasizes ``parents are their children`s first and most influential teachers`` and notes that Japanese parents do this job exceptionally well. They don`t push kids into premature academic work. But they teach them attitudes and habits, are good motivators, supervise homework, arrange for after-class help if necessary and stay involved with teachers.
Japanese schools stick closer to their central academic purposes than do American schools and are less distracted by social missions and social services. Less school money is spent on frills, bureaucracies, school facilities and special education. Teachers, who are well paid and respected, have high standards and expectations for all children. Despite classes that average 40 or more, they can keep most students performing well.
Japanese children have a longer school day and a longer school year than American youngsters, and much more of the time in class is spent in solid academic work than is usual here. Many go to private cram schools (juku) after class and on weekends. Japanese parents expect to pay for educational extras for their youngsters, ranging from books and magazines for preschoolers to a variety of costly juku.
What intrigues Mr. Bennett is that the Japanese have been more successful than Americans in realizing what are essentially American ideals in education and that what is really the Protestant ethic is so strong in Japanese schools. The basic structure of Japanese education was imposed on the nation during post-World War II occupation, but the Japanese have been exceptionally skilled in adapting the system to fit their national culture and competitive needs.
What can the Japanese learn now from American education? Very little, suggests the parallel study issued by Japanese scholars reporting on U.S. schools. The Japanese note the problems inherent in a system that wants excellence along with equality and diversity, hopes its schools can build character but is reluctant to regiment values and tries to reconcile the needs of exceptionally talented children and those who are socially disadvantaged. The study politely says such dilemmas can provide the energy to fuel reform.
What should also fuel reform is the clear international recognition that in many respects American education is second-rate. That is an ominous fact for a nation that must solve excruciating problems at home and do better in competition abroad.