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

逸見 勝亮

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.112-132, 1990-10-27 (Released:2017-06-01)

著者

井上 美香子

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.50, pp.84-96, 2007-10-01 (Released:2017-06-01)

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The purpose of the study is to reexamine the process that led to the revision of "articles concerning General Education" in 1950 (Thereafter, "the revision of 1950") and the estimation of the Committee on General Education. The Committee had the responsibility of leading the introduction of General Education during postwar university reform. It has been acknowledged that the Committee on General Education, as well as acting Committee Adviser Thomas H. MacGrail, strove for the introduction of General Education. For this reason, the revision of 1950 is considered to be the embodiment of the principle of General Education, as well as the result of the Committee's efforts. Until now, the details of the process that led to the revision of 1950 have been considered only through material from the "Proceedings of the Fifth General Session". This paper will consider the revision of 1950 through the study of material that has not previously been considered, namely the "Proceedings of the Committee on General Education, " held in the archives of the Japanese University Accreditation Association and GHQ/SCAP RECORDS. MacGrail expected the Committee to devise the revision of 1950 to thoroughly reform courses in three equal fields: cultural sciences, social sciences, and natural sciences. However, the Committee did not accept the "Recommendation" from MacGrail. The Committee's primary concern with the revision of 1950 was how to ensure a certain level of university discretion in the application of the "articles concerning General Education." At this point, MacGrail changed his recommendation into an order at the conference held with CIE concerning the overall revision of university standards. As a result, the "final draft" of the Committee was rejected and MacGrail himself carried out the revision of "articles concerning General Education." Considering the circumstances, the Committee on General Education was actually the chief obstacle in the implementation of MacGrail's recommendation. This meant that the Committee thought that discretion was an important element of university education. In this way, the problem was that CIE, MacGrail and the Committee on General Education held different views about university education. This was the main issue involved in the 1950 revision of "articles concerning General Education."

著者

土持 法一

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.40, pp.225-242, 1997-10-01 (Released:2017-06-01)

著者

明神 勲

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.116-130, 1994-10-01

著者

平野 亮

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.56, pp.84-96, 2013-10-01

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The purpose of this paper is to examine phrenological system of "faculties" and to point out its significance in the history of education. While phrenology was very popular and favored by many educators in the West in 19th century, it tends to have been overlooked in the studies of educational history because it is typical example of pseudo-science. However, as a number of phrenologists affirmed, the department in which Phrenology was destined to produce the happiest results was education. That is because phrenological concept of faculty enabled them to apply the theory to the practice. Needless to say, the concept of faculty, or ability, is a subject of great importance to education. In this paper, phrenology and education are discussed from the perspective of historical formation of the concept of faculty. The theory known as phrenology originated with German physician F. J. Gall (1758-1828). According to the basic tenets of Gall's system of cerebral localization, one could read the intellectual aptitudes and character traits through an examination of the shape of the head. While Gall never approved the term "Phrenology," his system was popularized by J. G. Spurzheim (1776-1832), his former assistant, under the name of phrenology. Phrenology had a profound influence on the development of some of the modern sciences. Spurzheim modified Gall's system tactically and critically. At first he denied Gall's nomenclature and renamed most of the faculties. Secondly, he divided and subdivided the class of mental faculties, according to the common practice of natural history at that time. In addition, Spurzheim stressed the two following points: (1) Every phrenological faculty can be developed through education. (2) No faculty in itself is bad, but can be misused. Indeed, Spurzheim was responsible for the establishment of phrenology as faculty psychology, and his idea of educability led the study of phrenology to focus on education. As he explained, in phrenology, education was faculty-oriented; that is, education entailed working on the mind and body of man to excite, exercise, guide and determine the good uses, and to prevent the abuses of different faculties. By focusing on the phrenological concept of faculty, this paper shows that it created a fundamental model of discourse in modern education.

著者

ユン スアン

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.48, pp.39-49, 2005-10-01 (Released:2017-06-01)

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This paper will examine Okakura Yoshisaburo's theory of English language education in conjunction with Imperial Japan. Okakura is said to have assisted in the establishment of the English language education before World War II. In order to examine Okakura Yoshisaburo's theory of English language education, this paper analyzes the textbooks The Globe Readers (1907) and The Ocean Readers (1925), both of which Okakura acted as editor. In addition, this paper analyzes the debate over the abolition of English language education between Okakura and Fujimura Tsukuru, a professor of Japanese language and literature at Tokyo Imperial University. Post-analysis conclusions are as follows : First, Okakura did not regard the learning of English merely as a means of communication, but through it he hoped others would learn about the power of Great Britain for the purpose of furthering their appreciation of Japanese imperialism. Second, Okakura thought that the study of the English language is a study of the culture of Great Britain, and to study the culture of Great Britain is to develop the Japanese Spirit. In other words, by strengthening their appreciation of imperialism he hoped to develop a stronger sense of nationalism in Japan.

著者

広川 由子

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.58, pp.71-83, 2015 (Released:2016-05-02)

参考文献数

13

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This paper clarifies the historical basis of the U.S. Occupation policy on English education for Japan. In previous research, the author found that the Civil Information and Education Section, General Headquarters, Supreme Commander for the Allied Powers in Japan (CI&E, GHQ/SCAP) instructed Japan’s Ministry of Education to analyze the vocabulary used in the textbook, Let’s Learn English, from the perspective of Basic English (BE). BE, designed in 1929 as an auxiliary language, had only 850 words and minimal grammar rules. Its popularization was supported by the Rockefeller Foundation (RF). First, this paper examines the BE project using Rockefeller Archives Center papers and The Rockefeller Foundation Annual Report, as well as the process of U.S. English education policy using CI&E and GHQ/SCAP records, in order to understand the relationship between the RF and U.S. policy. The project of BE was promoted by Selskar M. Gunn and David H. Stevens, both of whom made significant contributions to the Orthological Institute (OI) in London established by Charles Kay Ogden and its program, BE. The development of the BE project was divided into three phases. In the first phase, the RF supported the OI. The RF also supported Okakura Yoshisaburo through OI in London. However, the support ended because of Japan’s isolation due to WWII. In the second phase, the RF focused their support on OI in China so that BE in China grew in comparison with Japan. In the third phase, the RF’s support shifted from OI in China to Harvard University. The persons related to BE, including Stevens, who served as a member of the United State Education Mission to Japan, arrived in Japan after the defeat. They tried to spread BE in Japan through U.S. Occupation education reform. Based on this information, this paper concludes that the historical basis for U.S. English education policy was shaped by the RF’s supporting activities.

著者

三野 和恵

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.56, pp.71-83, 2013-10-01 (Released:2017-06-01)

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This paper explores how Taiwanese Christians around 1930 perceived and expressed their own identity of being Taiwanese and Christian, particularly when facing contemporary social circumstances. In order to do so, this paper analyzes The Bulletin of Tainan Theological College Alumni (BTTCA), an annual magazine published by Alumni members of Tainan Theological College (established in 1877), and discusses the following three points. First it is the significance that BTTCA was published both in Japanese and Chinese, despite the constraint of colonial policies that established Japanese as the national language. Alumni members managed to employ Chinese in many BTTCA articles, and operated the periodical autonomously to a significant degree. Second, through an examination of BTTCA articles, I will discuss that Alumni members, due to their varied educational experiences, faced a significant generation gap in terms of command of language. Alumni members were distinctly divided into the younger generation, who received a Japanese education and/or studied in Japan proper, and the older generation of Christians, who grew up during the late-Qing era, thereby mastering Chinese rather than Japanese. Third, this paper argues that despite the intergenerational gap regarding command of language, many Alumni members collectively sought to articulate the significance of their identity as both Taiwanese and Christian, in the face of contemporary social circumstances. This was especially true of the Alumni members who formed and affirmed their Taiwanese consciousness in BTTCA, through the expression of their peculiar mission of evangelizing 'Four Million Fellow Countrymen', that is, all of Taiwanese society.

著者

中澤 篤史

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.63, pp.114-119, 2020 (Released:2021-04-01)

参考文献数

10

著者

萩原 真美

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.58, pp.58-70, 2015 (Released:2016-05-02)

参考文献数

14

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This paper clarifies the intentionality of history education in Okinawa during the early U.S. occupation through an analysis of the historical reference collection, Okinawa Rekishi Sanko Shiryō. During the early occupation in Okinawa, education regarding militarism, nationalism and the use of Japanese-style educational materials were prohibited. Instead, the curriculum emphasized “the WAY of Okinawa,” which was an attempt to structure a “new” Okinawa in deference to Okinawan identity. This paper makes the following four arguments. First, the emphasis on “the WAY of Okinawa” in history education at that time was very much in line with occupation policy. Second, most references focus on the Ryukyu Dynastic line and the changes that occurred under their reign. Third, Okinawa Rekishi Sanko Shiryō” states that despite traffic and trade between Japan and Okinawa, Okinawa was not considered a part of Japan. Lastly, the author of Okinawa Rekishi Sanko Shiryō, Shimabukuro Zenpatsu, Director of the Secretariat of Okinawa Civilian Administration, was trying to accomplish his duties conscientiously, as revealed by Okinawa Rekishi Sanko Shiryō and his political statements. As a result, this paper concludes that it is Zenpatsu Shimabukuro’s political attitudes that determined the intentionality of history education in Okinawa during the early U.S. occupation.

著者

西村 絢子 福田 須美子

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.32, pp.51-69, 1989-10-01 (Released:2017-06-01)

著者

小野 雅章

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.34, pp.66-81, 1991-10-01 (Released:2017-06-01)

著者

尾上 雅信

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.61, pp.83-85, 2018 (Released:2019-04-01)

著者

柏木 敦

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.61, pp.80-82, 2018 (Released:2019-04-01)

著者

金 凡性

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.61, pp.76-79, 2018 (Released:2019-04-01)

著者

山本 千映

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.61, pp.69-75, 2018 (Released:2019-04-01)

参考文献数

7

著者

小山 静子

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.38, pp.345-349, 1995

著者

奥村 典子

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.52, pp.30-42, 2009-10-01 (Released:2017-06-01)

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This thesis traces the development of 1930s home education promotion policy and presents an analysis of the correlation between school education and home education. In December 1930, the Ministry of Education issued the 18th directive on "Matters Relating to the Promotion of Home Education." This directive established an administrative policy designed to improve the level of home education in relation to that of school education, where heretofore issues such as the prevention and resolution of children's mental problems were addressed through school education. In other words, this directive was an attempt to resolve an impasse in Japan's modern school education that arose through the Ministry of Education's overemphasis of school education to the exclusion of all else since the establishment of the educational system. In addition, the directive contained Ministry of Education criticism of the "trend toward entrusting school education" and also raised questions regarding the neglect of the role of home education and the consignment of everything to school education. On top of that, the directive also suggested the need to improve home education and position it as an important educational domain like that of school education. However, this directive was not consistently promoted. Despite the emphasis on home education, by the 1940s the role of home education changed, taking on a complementary and reinforcing role to school education's role of "rensei," or "training." Therefore, it can be assumed that the mid 1930s was the only time when the objective of the home education promotion directive was widely promoted through policy. In addition, previous research implies that prior to policy implementation, home education was merely positioned as "education" that complemented and reinforced school education designed to promote the stability and popularity of the modern school education system. In view of this background, the 1930 home education promotion directive can be regarded as having drastically altered the relative relationship of home education versus school education. In light of these issues, on the whole, 1930s home education promotion policy did not consistently adhere to the aims of the home education promotion directive. In the second half of the 1930s, the direction of "education reforms" became more prominent, enhancing home education. In spite of this, it is clear that home education was regulated to the point of subjugation, by school education, the primary training ground for imperial Japanese subjects.

著者

原 圭寛

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.61, pp.32-44, 2018 (Released:2019-04-01)

参考文献数

15

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This study examines how undergraduate courses of instruction were determined and why the registration system of choosing courses, called the “group system,” was adopted in Cornell University and Johns Hopkins University, with following two hypotheses: 1) these universities introduced the group system to prepare students for postgraduate studies, presupposing the educational ladder from secondary via undergraduate to postgraduate education; 2) the founding presidents of the universities introduced the group system because they opposed the free elective system in use at Harvard, and designed their systems based on ideas on the course of instruction found in Yale’s Reports of 1828.Previous studies interpret this period as the emergence of “American Universities” with specialization of undergraduate courses as a transformation from classical English-style colleges to German-like universities, and Johns Hopkins and Cornell were thought as pioneers of this transformation, following Harvard. However, it is also likely that both founding presidents, Daniel C. Gilman and Andrew D. White, were influenced by their own education at Yale College, which occurred after the 1828 Reports were issued. To support these conclusions, this paper examines the following materials: Annual Catalogues, Annual President’s Reports, and articles written by the two founding presidents. This analysis revises the characterization of the history of curriculum in American higher education as a pendulum swinging from one extreme to another (e.g. from prescribed to elective and then back to prescribed).