著者

髙橋 智

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.49, pp.213-226, 2006

著者

鈴木 理恵

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.47, pp.238-247, 2004-10-01

著者

前之園 幸一郎

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.33, pp.210-223, 1990

著者

宮沢 康人

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.11, pp.71-101, 1968-10-20

---

The apprenticeship of craft unions which were the typical trade unions in the period of so called industrial capitalism has never been studied closely by researchers in the history of education, in spite of its important historical contribution. Accordingly, in this paper, we attempt to survey what we know about the craft unions' apprenticeship from the view point of the history of technical education. This paper falls into five parts aside from introduction, examining of preceding studies and conclusion. For the purpose of making clear the historical features of the craft unions' apprenticeship, we take into consideration the following items, (1) present conditions of apprenticeship (2) character of guilds' apprenticeship which seems to be a original type of apprenticeship in England. (3) transformation of guilds' apprenticeship (4) formation and functions of craft unions' apprenticeship after the Industrial Revolution (5) comparison between guilds' apprenticeship and craft unions' apprenticeship. And later we point out that the craft unions' apprenticeship held the pattern of training of skilled labourers and with it had a powerful effect on the industrial relation in the mid 19 th. century England. Lastly we suggest some working hypotheses for further studies. (1) There may be some relation between the function of the craft unions' apprenticeship and the formation of a view concerning technical education and school which has been peculiar to English educational thought; that is "Trade does not be taught at school but only at workshop." (2) It would have a great influence on the attitude of English trade unionists to technical education that trade unions, neither the company nor State, had an autonomy in training of skilled workers, though under the limited situations. (3) "labour aristocratic character" of the craft unionists who supported apprenticeship seems to mark not only the attitude of the working class to technical education, but also educational behaviours at large of the working class in the period of industrial capitalism.

著者

マキー 智子

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.45-57, 2012

---

This paper examines the process of the establishment of municipal Korean schools in Japan. These Korean schools were started in 1949 in cities with a significant resident Korean population. The study of the establishment of municipal Korean schools provides a better understanding of the characteristics of public education in postwar Japan, and of Korean children's educational experiences. This paper not only reveals the conditions of the establishment of municipal Korean schools (school name, location, period of existence), it also shows the legal framework that made it possible to establish these schools. In particular, this paper considers Ministry of Education policies, the awareness of GHQ, and countermeasures taken by several local governments. In 1948, the Ministry of Education declared that all school age Korean children must attend schools prescribed by Article 1 of the School Education Law. Just after that, in 1949, the Ministry of Education closed down almost all Korean educational facilities, including schools approved by Article 1. As a result of this, municipal schools had to accept Korean students. To satisfy this influx of Korean students, some local governments requested permission to use the closed schools' premises as branch schools. In response to their request, the Ministry of Education issued a memorandum permitting the establishment of municipal branch schools as an exception to the rule. Under this memorandum, some local governments, for various reasons, established municipal Korean schools between 1949 and 1950.

著者

平田 諭治

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.37, pp.34-48, 1994

著者

平田 諭治

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.37, pp.34-48, 1994-10-01

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

---

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.

著者

松谷 昭廣

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.45, pp.84-102, 2002

著者

田中 智子

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.52, pp.56-68, 2009-10-01

---

For the most part, student self-government in dormitory life was accepted within the prewar high school system. Student dormitory self-government originated with the introduction of a boarding school system at First High School, Student dormitory self-government at First High School became the model for other high schools. Due to student labor mobilization and governmental policy during World War II, student dormitory self-government became difficult to maintain. However, after Japan's defeat, dormitory self-government was revived by the students in every high school. At First High School in 1946, self-government was restored by the students. Despite food and material shortages, boarding schools resumed operation. At the same time, a movement to reform extant regulations and student self-government organization appeared, Leading to opposition between "traditionalist" and "reformist" students. The traditionalists wanted to preserve student self-government through adaptation to the current situation. In addition, they wanted to pass on the tradition to the students of the newly established liberal arts college of Tokyo University. Opposed to this were the reformists (most belonged to leftist student organizations) who sought to expand student dormitory self-government-not only to govern dormitory life, but also to encompass school administration as well as larger social movements. The the reformists pushed through the following three reforms: first, the incorporation of the principles of individual freedom and sociality; second, the inclusion of students not living in dormitories; and third, student self-government participation in school administration and student movements outside the school. After the end of the boarding school system, the First High School Self-government Association was formed by a cell of the Communist Party. In the end, the efforts of the traditionalist students resulted in Tokyo University's new system inheriting First High School's legacy of student dormitory self-government.

著者

逸見 勝亮

出版者

教育史学会

雑誌

日本の教育史学:教育史学紀要 (ISSN:03868982)

巻号頁・発行日

vol.33, pp.112-132, 1990-10-27