著者

白石 崇人

出版者

教育史学会

雑誌

日本の教育史学 (ISSN:03868982)

巻号頁・発行日

vol.60, pp.19-31, 2017

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<p>The purpose of this paper is to shed light on the significance of education research by elementary school teachers in Japan from 1901 to 1903, through an analysis of Ōse Jintarō's theory of pedagogy as a science and through activities of the Society for Pedagogy and Educational Methods.</p><p>In Japan after 1897, why did action-training-research come to be emphasized in education research? Why was school teacher's education research considered to be linked to pedagogy study? This paper focuses on Ōse's theory and activities to answer these questions. The Society for Pedagogy and Educational Methods, formed in 1901, is an important resource that provides an understanding of the history and origins of school teacher's education research. It is necessary to research Ōse's theory as the basis for this research. How was Ōse's theory related to the activities of school teachers' education research and the Society of Pedagogy and Educational Methods?</p><p>This paper reveals three facts. First, in order to establish pedagogy study as an independent science, Ōse separated research on educational methods from research on the purpose of education, defining teacher education research as educational methods research. Second, influenced by Ernst Meumann's experimental pedogogy study, Ōse attempted to transform teachers into educational methods researchers. Ōse abandoned experimental psychological research methods. Third, Ōse established the Society for Pedagogy and Educational Methods in order to organize education scholars involved in Higher Normal School, Imperial University, and private schools for education research of pedagogy and educational methods.</p>