ABSTRACT
This chapter focuses on education as one of potential resources for reconciliation - the interaction between professors and the younger generation through teaching. It expresses that education can be an effective resource for reconciliation depending on the purpose as well as the method of teaching by focusing on three major challenges of teaching international reconciliation in Japan and in Korea. The first challenge of teaching relies upon the question "why do we teach reconciliation?" Scholars have different motivations, reasons and purposes of engaging themselves into their academic research. The second challenge of teaching deals with the utility of comparing empirical cases in the classroom. The third challenge is the issue itself: international reconciliation relates past, present, and the future. Teaching reconciliation, therefore, meets inherent difficulty since the current generation in Japan and Korea has not experienced the traumatic historical event that remains unresolved today.
