- 著者
- 山口 和孝
- 出版者
- 国際基督教大学
- 雑誌
- 教育研究 国際基督教大学学報 1-A 国際基督教大学学報 01 A (ISSN:04523318)
- 巻号頁・発行日
- no.22, pp.p41-69, 1979-03
The separation of religion and politics as a fundamental human right in modern civil society was developed through many difficulties and struggles between the church and the state. These struggles resulted in the transfer of the right to administrate education from the church to the state and the establishment of a theory of "secularization" of public education. The latter theory stated that the freedom of religion of taxpayers and of pupils. receiving education should not be violated by the state which offers that education. Freedom of religion also ensured the right to have religious education at private schools. The Meiji Restoration though was begun based on the idea of the unity of the church and the state, seeking to make Shintoism the religion of the state. As the result, the government both emphasized the fostering of traditional patriotism (nationalism) and loyalty to the state along with an arrangement of national education based on a modern educational system. In order to accomplish this, religious and moral education played a large part of the role. Under these circumstances then, though secularization of public education in Japan was advanced, it entailed a deep internal contradiction. The Meiji government set up a policy that ensured neutrality of education on the principle of the separation of religion and politics. But they gave the same position to State Shintoism as a state religion and put the Emperor at the apex who was sacred and inviolate. People were thus forced to worship the Emperor and his family. The Imperial Constitution confined freedom of religion within the range of the Emperor system. All religions except for State Shintoism were subordinate to it. Religious ceremonies of State Shintoism were introduced into school education from the 1890's by means of the Imperial Rescript on Education so that religions except for State Shintoism were completely removed from schools. Order No. 12, issued in 1899 by the Ministry of Education, prescribed the exclusion of all religious education and religious ceremonies from schools, even from private schools. The Order superficially provided for strict separation of religion and politics, but its chief purpose was to omit religions other than State Shintoism from all school education. The rapid growth of capitalism and class struggles in Japan though, made it difficult for cultural and moral ideas alone to maintain national unity. In addition, there was the problem that many students and teachers believed in Socialism. With the outbreak of the "Manchurian Incident" which marked the beginning of the subsequent Japanese aggression, the government presented a policy to foster religious sentiment in order to counter Marxism. It was at this time that the Ministory of Eucation issued a notice in the name of the Vice-Minister of Education concerning "Cultivation of Religious Sentiment" in 1935, which was an arbitrary interpretation of Order No. 12. The government, in the notice, encouraged "religious sentiment" education in public schools. The "religious sentiment" was prescribed as "something religious" or "religiosity" that should not incline toward a particular religion or denomination. Many theories were written to ensure justification of the notice. However, since there was no such entity as religion in general, this gave rise to confusion in the classrooms. Consequently, education preaching loyalty to the Emperor was introduced in the form of non-sectarian "religious sentiment" prescribed by the Ministry of Education.
- 著者
- 山口 和孝 藤原 敬
- 出版者
- 埼玉大学教育学部
- 雑誌
- 埼玉大学紀要. 教育学部 = Journal of Saitama University. Faculty of Education (ISSN:18815146)
- 巻号頁・発行日
- vol.63, no.2, pp.25-37, 2014
The educational values have been shaken by the critiques from post-modernism. To reconstruct the values in education, the correlation between educational values and the ideas based on the theory needed to be analyzed. I used liberalism approach to this analysis.
- 著者
- 山口 和孝 藤原 敬
- 出版者
- 埼玉大学教育学部
- 雑誌
- 埼玉大学紀要. 教育学部 (ISSN:18815146)
- 巻号頁・発行日
- vol.63, no.2, pp.25-37, 2014
The educational values have been shaken by the critiques from post-modernism. To reconstruct the values in education, the correlation between educational values and the ideas based on the theory needed to be analyzed. I used liberalism approach to this analysis.
- 著者
- 山口 和孝 内海崎 貴子 堀川 修平 類家 由梨奈 渡辺 大介 池谷 孝司 蔵原 三雪
- 出版者
- 一般社団法人日本教育学会
- 雑誌
- 日本教育学会大會研究発表要項
- 巻号頁・発行日
- vol.74, pp.296-298, 2015-08-28
1 0 0 0 OA 洞不全症候群の最大修正洞結節回復時間 : 洞結節電位直接記録法による検討
1 0 0 0 OA 高大接続にかかわる学力形成の実体的研究
現行の大学入試制度は、「大学全入時代の到来」といわれているが、実態としては、次のことが明瞭となった。厳しい試験を課す上位層大学における激しい競争と、試験を課さずに定員充足を至上命題とする下位層大学の二極化現象を示しており、センター試験のための受験準備にシフトする大半の高校は、(1)センター試験得点確保のために、体育・音楽・家庭・芸術等の教養的科目を大幅に削減させ、(2)3年生の教育課程は半分しか終了できず、(3)大学入学後にすぐ剥離してしまうような「学力」しか形成されず、また学習意欲を促進するものとなっていない。他方、試験を課すことができず、定員充足を優先課題とする下位層大学への進学は、(4)AO・推薦が、学力のない生徒を大学に進学させるための回路として活用されており、結果として、(5)AO・推薦入試合格者は、早期に学習意欲を喪失するという大きな影響を高校生の学力形成に及ぼしていることが明らかとなった。
rights: 日本教育学会rights: 本文データは学協会の許諾に基づきCiNiiから複製したものであるrelation: IsVersionOf: http://ci.nii.ac.jp/naid/110006680583本シンポジウムでは、藤田英典(国際基督教大)による「教育基盤の変容と教職の専門性」と内田伸子(お茶の水大学)の「生活概念から科学概念へ」の二つの報告を基本に、プロフェッションとしての教職者が備えるべき力量と課題について討論を行った。