著者

上原 直人 Uehara Naoto

出版者

名古屋大学大学院教育発達科学研究科附属生涯学習・キャリア教育研究センター

雑誌

生涯学習・キャリア教育研究 (ISSN:18803148)

巻号頁・発行日

vol.13, pp.9-21, 2017-03-31

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The aim of this paper is to reveal the actual conditions of Seinendan Kousyuujo (hereinafter, referred to as Kousyuujo), which was held a total of 19 times between 1931 and 1937 at Yokuonkan, a branch of Nippon Seinenkan, for the purpose of training leaders of young men between 20 and 30. Previous studies have offered an overview of the Kousyuujo and its general development process. This paper, however, will focus on records related to Kousyuujo that were held in Nippon Seinenkan, which had not been properly verified prior to this study. Through its meticulous analysis, this study was able to reveal the two following observations. The first observation concerns a certain degree of change noted in the management or structure of each session. In the year following Shimomura Kojin's appointment as Director, the number of sessions per year increased; with the collaboration of graduate students also increasing with each session. The second observation concerns the roles that research students played at Kousyuujo, and their paths after finishing the training sessions. It was revealed that social education research students' projects were conducted in conjunction with the establishment of Kousyuujo, as part of leadership training for local community education. The following two approaches will be crucial for future research. Firstly, further and more in-depth analysis into the lives and education of students at Kousyuujo is required. Second, an analysis of the progression of Kousyuujo during and after the war, after the sessions had ended, is needed.

著者

上原 直人 UEHARA Naoto

出版者

名古屋大学大学院教育発達科学研究科附属生涯学習・キャリア教育研究センター

雑誌

生涯学習・キャリア教育研究 (ISSN:18803148)

巻号頁・発行日

no.11, pp.1-10, 2015-03

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Looking at Yoshiharu Tazawa (1885-1944) who is known as a prominent youth organization leader before the war and said to have influenced the development of adult and community education in Japan during the post-war reform period, this paper aims to analyze his behavior during the wartime in order to explain how he faced the wartime regime. While his major interest was youth education, Tazawa had also shown interest in political education and workers education even before the wartime regime began growing and developed various practices. Behind these educational practices was the educational philosophy to develop self-directed and creative individuals through cooperative life in local society. It is true that there was a side of Tazawa gradually involving himself in the wartime regime during the wartime while preserving the national polity and cooperating with the mobilization of the whole country. At the same time, we can clearly see the side of Tazawa resisting the wartime regime: while freedom of speech was strictly regulated and many advocates were forced to abandon their thoughts, Tazawa kept his distance from various organizations, launched criticisms toward the state of things that were being militarized, and continued exploring his own educational thought and practices. Going forward, it is necessary to further examine in depth both sides of Tazawa-involvement in and resistance to the wartime regime-by analyzing the development of his educational practices in detail.