著者

和崎 光太郎 小山 元孝 冨岡 勝

出版者

近畿大学教職教育部

雑誌

近畿大学教育論叢 = The Research Journal of the Department of Teacher Education Kindai University (ISSN:18809006)

巻号頁・発行日

vol.28, no.2, pp.107-136, 2017-03-31

著者

和崎 光太郎

出版者

教育史学会

雑誌

日本の教育史学 : 教育史学会紀要 (ISSN:03868982)

巻号頁・発行日

vol.55, pp.19-31, 2012

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On This paper re-examines the discourse of 'anguished youth' in 1900s. As a result, this paper reveals how the concept of youth was transformed into the premise of 'anguished youth.' The first section of this paper explains the origin and the conditions of 'anguished youth' in 1900s Japan. There was an increase in elite 'youth' who had time to anguish, the infiltration of the notion to 'anguish', and the birth of Shuyo theory. Moreover, this section shows that 'anguished youth' continued from the advent of Chogyu Takayama as the embodiment of 'anguished youth' until Kumajiro Kiyama in 1908. Section two considers how 'anguished youth' became a social problem after the suicide of Misao Fujimura in 1903. While there have been many variations on the concept of 'anguished youth,' the one common them was that 'anguished youth' was the failure of 'youth', even though these 'youth' went on to become capable 'citizens.' Section three explains how middle school students, as well as higher school students around the time of the Russo-Japanese War were essentially 'anguished youth.' In this context, 'youth' were defined not as 'those with something to look forward to' but as 'those who should cope.''Coping' was established as 'education' by order of the 1906 Ministry of Education Instruction No.1.

著者

和崎 光太郎

出版者

信濃史学会

雑誌

信濃 〔第3次〕 (ISSN:02886987)

巻号頁・発行日

vol.59, no.10, pp.753-770, 2007-10

著者

和崎 光太郎

出版者

一般社団法人 日本教育学会

雑誌

教育学研究 (ISSN:03873161)

巻号頁・発行日

vol.87, no.2, pp.264-265, 2020 (Released:2020-09-30)

著者

和崎 光太郎

出版者

浜松学院大学短期大学部

雑誌

浜松学院大学短期大学部研究論集 = Collected treatises Hamamatsu Gakuin University Junior College (ISSN:18807445)

巻号頁・発行日

no.17, pp.33-48, 2020-03-31

著者

和崎 光太郎

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.55, pp.19-31, 2012-10-01 (Released:2017-06-01)

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On This paper re-examines the discourse of 'anguished youth' in 1900s. As a result, this paper reveals how the concept of youth was transformed into the premise of 'anguished youth.' The first section of this paper explains the origin and the conditions of 'anguished youth' in 1900s Japan. There was an increase in elite 'youth' who had time to anguish, the infiltration of the notion to 'anguish', and the birth of Shuyo theory. Moreover, this section shows that 'anguished youth' continued from the advent of Chogyu Takayama as the embodiment of 'anguished youth' until Kumajiro Kiyama in 1908. Section two considers how 'anguished youth' became a social problem after the suicide of Misao Fujimura in 1903. While there have been many variations on the concept of 'anguished youth,' the one common them was that 'anguished youth' was the failure of 'youth', even though these 'youth' went on to become capable 'citizens.' Section three explains how middle school students, as well as higher school students around the time of the Russo-Japanese War were essentially 'anguished youth.' In this context, 'youth' were defined not as 'those with something to look forward to' but as 'those who should cope.''Coping' was established as 'education' by order of the 1906 Ministry of Education Instruction No.1.

著者

和崎 光太郎

出版者

教育史フォーラム・京都

雑誌

教育史フォーラム (ISSN:18810233)

巻号頁・発行日

no.7, pp.3-17, 2012-03

著者

和崎 光太郎

出版者

教育史学会

雑誌

日本の教育史学 : 教育史学会紀要 (ISSN:03868982)

巻号頁・発行日

vol.50, pp.32-44, 2007-10-01

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This paper clearly specifies when Shuyo theory first originated and how it was conceptualized at that time. Tsutsui Kiyotada attempted to explain the typical characteristics of Shuyo in the second half of the Meiji Era, but in trying to define the actual condition of Shuyo, he was unable to fully explain how the concept applied in various social functions in Japanese society. I think there are pitfalls in attempting a functional analysis when the conceptual regulation of Shuyo itself is not adequately defined. In the first section of this paper, problems with the origin of the term Shuyo and this theory in modern Japan are examined, showing that the term and concept originated in the early 1890s. In the second section, the meaning of the concept at the time of its origin in the late 19th century is examined. Shuyo was regarded as a substitute for formal moral education methods of the time, such as reading the Imperial Rescript on Education. In the third section, I extend the discussion of the Shuyo theory to the period following the Sino-Japanese War, when, as it was described by critics, it was used as a method for molding the behavior of "youth" in order to create "people" of the future.