Transforming conflicts over memories of war into constructive dialogue: Exploring Japanese communication, national identities, and collective memories of World War II

The present study examined two historical representation controversies that occurred in Japan, the bomb earring controversy in 1999, and the history textbook controversy in 2000--2001. This study aimed to explore ways to transform conflicts about war memories into constructive dialogue without creating dominant memories that cloud injustice. In order to achieve this goal, the study explored collective memories, communication patterns, and collective identities regarding Japan and WWII. Using fantasy theme analysis and discourse analysis, the present study analyzed 322 texts by 282 Japanese people collected through the Internet about the two cases.; As a result of analysis, the bomb earring controversy produced 13 fantasy themes, which formed three rhetorical visions or collective memories. In the history textbook controversy, 15 fantasy themes emerged and were condensed into four rhetorical visions or collective memories. Comparing these themes and visions illustrated the multi-dimensional structure of collective memories and three interrelated communication patterns. The multi-dimensional structure of memories included: the epistemology of history and the past, orientations towards time and relationships, attitudes towards the controversy, and the role of self in the controversy. In addition, the history textbook controversy had a unique dimension regarding views towards the world. Each of the visions in the two cases had three interrelated patterns, which basically formed a large communication framework that includes normalization/abnormalization, omission/categorization and ontological gerrymandering, and extrematization/minimization. With these communication patterns, the multi-dimensional structure of collective memories were established and maintained.; Based on these results, eight lessons were generated for transforming a conflict over war memories into a constructive dialogue. Two of the lessons related to an understanding of one's own meaning, stance, and responsibility. Two other lessons related to working with others to set mutual goals and seeking international alliances. The remaining four lessons related to concepts and behaviors that are important in a historical representation controversy, such as insecure identities, intense emotions, listening, and he need for a wide range of knowledge. These lessons will help enrich understanding of historical representation controversies and transform them into constructive dialogues.