Research on the Development of Education for International Understanding;

Education for international understanding as a new concept for the 21st century is significant for promoting the world peace.

Being the feat ures of contemporary times and symbols of worldwide prosperity,multi-culture needs international understanding,mutual trust and learning from each other for common prosperity.

Structure and Barycenter of Education for International Understanding:

And the real difference that causes the barrier to education for international understanding is not the one that is presented in the diversity of objects themselves, but the one that people construct and pass on consciously in the process of self establishment and self-awareness building.

Nowadays, there exists a great deal of hegemonism in the education for international understanding, which is in fact an infusing education for international understanding.

Under the current situation of globalization, the education for international understanding should attach importance to the understanding of alien cultures, foreign languages teaching, international educational cooperation and communication, and the expansion of the education for international understanding.

The education should start from teaching children,and the basic concept of international understanding education must be put into the teaching content throughout the primary school.

International Understanding Education is a kind of educational idea that, through the urges of United Nations Educational, Scientific and Cultural Organization (UNESCO) and with various kinds of educational methods, the educated could accept foreign cultures as well as maintain its own culture.

International Understanding Education tries to intrigue people\'s love for peace and learn how to live with others harmoniously through education in order to joint every effort to get out of the problems the globalization has brought.

In this paper, the history of international understanding education policy in Japan is divided into three phases on the basis of key characteristics demonstrated in different phases, including (1) fledging phase during which UNESCO’s related policies were .