Media such as art, books, films, and even pop music can function as successful tools to transfer information to the public, but also to create specific expectations, interpretations and narratives. Education on disasters or historical events is of a delicate matter that determines the future generation's perception of the events and how they will pass down onto the next. Education on World War II has caused controversies in Asia after the war up until our modern days, especially among Japan and two of Japan's closest neighbors: China and Korea. One conflict involves the fact that "Japanese leaders, including (now former) Prime Minister ]unichiro Koizumi continue to visit the Yasukuni Shrine which, while honoring Japanese War dead, also honors more than 1000 World War II war criminals, among them 14 class A war criminals" (Asia Times, 2005). While this is not a form of direct education, as prominent figures in the Japanese society, the politicians are setting an example to the people of Japan through their actions and public appearance. Besides sources that are primarily textual, visual resources such as modern anime films or graphic novels that are viewed by diverse age groups can also function as a powerful educational tool. Perhaps the most well-known of this medium is "Barefoot Gen", an anti-war manga series created by Keiji Nakazawa based on the writer's own experience of the atomic bombing of Hiroshima. The series not only narrates the atomic bombing and its horrendous aftermath of Hiroshima and Nagasaki but also the responsibility of Japan during the war. Therefore, when the series was banned from the libraries in Matsue, it raised national controversy.

1995

The 1995 Kobe earthquake destroyed many schools, prompting the Ministry of Education to publish two reports on school disaster management. These reports also suggested disaster education in schools. In 1998, the Ministry published a guide book about disaster education. Traditional school teaching had focused on academic performance and courses in disasters were seen as less important. The Kobe earthquake and its serious damage pushed the education to focus more on disaster mitigation. In addition to courses on disaster and preparedness, activities such as memorial events of Kobe earthquake and objects such as textbooks and DVDs, e.g. "Could We Bring Happiness," made by Kobe City remain as great educational value as they help remember the experiences of the Kobe earthquake (Suwa, 2009). Unlike the 3.11 Tohoku Earthquake, the Kobe earthquake happened in the most densely populated area in Japan. It led to a series of discussions about better protecting urban areas, its buildings and infrastructures from earthquakes and fires.

2011

Since the Fukushima disaster, various books and articles have been published documenting the devastation of 3.11. Through various literary devices the writers cleverly capture the frustration that 3.11 victims experience. Many of the authors do not include an ending to their tales, for the lives of the characters have not come to an end. A future still lies ahead, as well as ambivalence that the future holds. We sympathize with their confusion, relate to their frustration, and hope for better days ahead. With the advancement of twenty-first century technology, the internet became an additional venue for spreading information. Newer social media outlets such as Facebook, Twitter, Instagram, Tumbler, Pintrest, etc. were used for urgent communication specifically during the 3.11 disaster.