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<p>This article examines the ethical and pedagogical significance of integrating historical memory into medical education, drawing on the author’s visit to the former site of Unit 731 in Harbin, China, and a subsequent dialogue with a Chinese medical student. Unit 731 was a covert division of the Imperial Japanese Army that conducted fatal biological experiments during World War II. Despite its historical gravity, this topic remains largely absent from Japanese medical curricula. Through a reflective narrative, the article explores how experiential learning at historical sites and cross-cultural peer engagement can promote ethical sensitivity, emotional awareness, and professional identity formation among medical students. The paper situates this case within broader debates surrounding academic freedom, political restraint, and moral responsibility in ethics education. It highlights the dilemmas of balancing psychological safety with the necessity of confronting historical wrongdoing and of maintaining educator neutrality while taking moral stances. Drawing on frameworks such as narrative medicine and Hans Jonas’s imperative of responsibility, the author argues for a model of ethics education that transcends rote normative instruction, emphasizing reflective engagement with ethically complex histories. While based on a single case, the paper offers a broader call to rethink how ethically sensitive history can be addressed in medical training. Ethics education that critically engages with the past and fosters international dialogue is indispensable for nurturing physicians with ethical autonomy, committed to human rights, peace, and global responsibility.</p>

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Rethinking Ethics and History Education in Japanese Medical Schools: Reflections from a Medical Student’s Visit to the Site of Unit 731

  • 期刊论文

  • 发表日期：

    2026年4月24日

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  • Seiichiro Nagai,
  • Yasuharu Tokuda

摘要

This article examines the ethical and pedagogical significance of integrating historical memory into medical education, drawing on the author’s visit to the former site of Unit 731 in Harbin, China, and a subsequent dialogue with a Chinese medical student. Unit 731 was a covert division of the Imperial Japanese Army that conducted fatal biological experiments during World War II. Despite its historical gravity, this topic remains largely absent from Japanese medical curricula. Through a reflective narrative, the article explores how experiential learning at historical sites and cross-cultural peer engagement can promote ethical sensitivity, emotional awareness, and professional identity formation among medical students. The paper situates this case within broader debates surrounding academic freedom, political restraint, and moral responsibility in ethics education. It highlights the dilemmas of balancing psychological safety with the necessity of confronting historical wrongdoing and of maintaining educator neutrality while taking moral stances. Drawing on frameworks such as narrative medicine and Hans Jonas’s imperative of responsibility, the author argues for a model of ethics education that transcends rote normative instruction, emphasizing reflective engagement with ethically complex histories. While based on a single case, the paper offers a broader call to rethink how ethically sensitive history can be addressed in medical training. Ethics education that critically engages with the past and fosters international dialogue is indispensable for nurturing physicians with ethical autonomy, committed to human rights, peace, and global responsibility.