著者

江森 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.27, pp.4-24, 1984-09-19 (Released:2017-06-01)

著者

樋浦 郷子

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.49, pp.110-122, 2006-10-01 (Released:2017-06-01)

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During the prewar era, many Japanese shrines were built in Japan's colonies, such as Korea and Taiwan. This paper examines the problem of forcing the local residents to go and pay homage to the shrines and to worship the Japanese imperial deities that were supposedly housed therein. The focus of this paper is how Chosen Jingu, built in 1925 and established as a highly-ranked shrine in the Japanese shrines hierarchy, and schools collaborated together to compel elementary school students to visit the shrine. In order to analyze this issue, this paper will examine the case of Kangakusai, one of Chosen Jingu's rituals. In Kangakusai, Chosen Jingu distributed moral training textbooks (Shushin) for first graders in almost all elementary schools in Keijo district, where Chosen Jingu was located. All of the students who received a textbook from the shrine had to go there in order to thank the imperial deities. This shows how shrine rituals like Kangakusai played an important role in the compulsion of students' worship at Chosen Jingu. Behind the enforcement of Kangakusai, one finds the leadership of the chief priests of Chosen Jingu, such as Takamatsu Shiro. In explaining what Takamatsu and other priests did, this paper demonstrates the active role played by shrine priests. They did not merely follow Japanese Government General directives but took a leading role at times in the enforcing the "Japanization" of Koreans. In addition, the mutual reinforcing relationship between shrines and schools enabled primary school students to be the most influenced sector of Korean society. In Japan, much research on colonial shrines focus on the compulsion of shrine worship from the late 1930s to 1945. However, this issue did not begin in the 1930s. This paper seeks to shed additional light on colonial shrine worship prior to the 1930s through an analysis of Kangakusai.

著者

樋浦 郷子

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.57, pp.84-96, 2014

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To date, there is only a limited amount of scholarship on the study of Imperial Portraits in Imperial Japan's colonies. In addition, extant research on the subject is predominantly based on the assumption that Imperial Portraits were distributed throughout colonial schools as they were in Japan proper due to 'assimilation' policy. As a result, their conclusions at times fall short of the realities of colonial school life. In other words, it is important to abstain from such an assumption when considering the realities of colonial school life. First, this paper reveals that the distribution of Imperial Portraits to Korean schools was first planned by Governor General Minami Jiro. This project was actually related more to the introduction of the 1938 Korean Voluntary Military Service Law than the third revision of the Korean Education Law of the same year. Second, this paper carefully examines how Imperial Portraits were actually distributed as well as how principals, teachers' associations and schools responded to them. Third, this paper shows that it was almost impossible for Chosun Government General to distribute the portraits to elementary schools for Japanese residents in Korea, let alone to all Korean elementary schools because of the distrust of Korean-Japanese mutual antagonism, and the excessive anxiety held by the Japanese residing in Korean local communities. In conclusion, this paper hypothesizes why Governor General Minami persisted in the unprecedented distribution of Imperial Portraits to Korean schools.

著者

近藤 健一郎

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.36, pp.37-51, 1993-10-01 (Released:2017-06-01)

著者

白取 道博

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.29, pp.60-75, 1986-10-10 (Released:2017-06-01)

著者

小田川 大典

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.63-68, 2018 (Released:2019-04-01)

参考文献数

17

著者

高瀬 幸恵

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.50, pp.58-70, 2007-10-01 (Released:2017-06-01)

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The purpose of this paper is to clarify how government enlightenment policy was implemented in elementary education in 1930's Japan through an examination of the introduction of Shinto shrine worship to elementary school discipline. In order to analyze this issue, this paper investigates the 1930's Mino Mission Affair that took place in Ogaki city, a city in southwestern Gifu Prefecture. The affair centered on the refusal of elementary school students who belonged to Mino Mission to participate in Shinto shrine worship as a school activity. Mino Mission was established by Sadie Lea Weidner (1875〜1939) as an independent mission without a particular power base. There are already several studies of this affair that clarify the progress of the affair itself. However, these studies fail to analyze the affair as it relates to government enlightenment policy. This paper focuses on the encouragement of shrine worship by the Ministry of Education as well as local government that provided the backdrop for the affair. This paper makes the following conclusions: First, the encouragement of shrine worship was facilitated in Gifu by the close ties of the Gifu-ken Kyoiku-kai (the association of education in Gifu) and the Gifu-ken Shintoku-kai (the association of Shinto in Gifu). The manager of the school affairs section of the Gifu prefectural administration concurrently held the post of president of the Gifu-ken Kyoiku-kai and the Gifu-ken Shintoku-kai. Second, at this time, there was common understanding in the Gifu-ken Kyoiku-kai that the Imperial Rescript on Education was ineffective in addressing elementary school discipline. Shrine worship was seen as one method of instilling discipline into elementary education.

著者

上原 専祿

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.1, pp.260-273, 1958-10-10 (Released:2017-06-01)

著者

湯川 文彦

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.6-18, 2015

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This paper examines the essential qualities of educational policy during the early Meiji Period,focusing on the relation between education and the reform of Civil Government. Previous studies of Meiji educational system and policy regard Education System Order of 1872 as the starting point of modern educational policy, and assessed the Order itself as a product of intellectualism and literal translation of Western knowledge, and therefore undifferentiated, unrealistic, and/or arbitrary in nature. However, these studies did not consider the real intent and actions of officials involved in determining educational policy, particularly those of Oki Takato, who was the primary educational policymaker of the early Meiji period. Through an analysis of Oki Takato's intent and actions, this study provides context for early Meiji educational policy, Education System Order of 1872, and educational policy. The results are as follows:<br/>1) Oki recognized the importance of education for all people, through Civil Government in TokyoPrefecture. He determined the order of importance for various matters of Civil Government, andcarried them out, step by step, in a practical manner. He was appointed to the Ministry of CivilGovernment (Minbusho) by the Meiji government, and considered how to encourage all people to understand the benefits of learning, and insisted that it was very important to establish elementary schools, to provide learning opportunities for girls, as well as opportunities for learning business methods throughout Japan.<br/>2) For Oki, the first Minister of Education, Education System Order of 1872 was nothing more than a first step. After it was promulgated, he immediately suggested that it should be revised, based on local government officials' input, and re-emphasized that the top priority was the establishment of elementary schools.

著者

李 淑子

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.20, pp.38-66, 1977-10-05 (Released:2017-06-01)

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.37, pp.99-115, 1994-10-01 (Released:2017-06-01)

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.34, pp.97-110, 1991

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.42, pp.80-96, 1999

著者

斉藤 利彦

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.31-50, 1989-10-01 (Released:2017-06-01)

被引用文献数

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.45, pp.162-180, 2002

著者

近藤 健一郎

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.39, pp.157-174, 1996-10-01 (Released:2017-06-01)

著者

千田 栄美

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.44, pp.40-57, 2001

著者

須田 将司

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.59, pp.032-044, 2016 (Released:2017-04-03)

参考文献数

16

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During the Second Sino-Japanese war (1937-1941), there was an expansion of discourse and practice of “School Meetings” (gakko jokai), a term that here encompasses “Pupil Meetings” and “Children’s Neighborhood Groups.” This paper explores the trend of “School Meetings” discourse and its significance as a new method of drilling and training.Specifically, this paper analyzes the formation and development of this discourse and practice by focusing on the “Federation for Citizen Disciplinary Education” (Kokumin Kun’iku Renmei) and the “Japan Young Teachers Association” (Nihon Seinen Kyoshidan).In December, 1940, the “Federation for Citizen Disciplinary Education” held a workshop, inviting pioneering practitioners and theorists of “Morals Education” (hotoku kyoiku), thereby directly absorbing their know-how and theory. Thereafter, within the Federation, the practises that encourage children’s “virtues and merits” through “School Meetings,” and emphasize approach to the children’s inner side with “responsibility and compassion” were increased.As for, the “Japan Young Teachers Association” developed the theories and practices of “School Meetings” through connections with policy strategists. Their methods emphasized having a “cooperative heart” and practicing “self-reflection” as well as the importance of “public service” and “drilling.”“School Meetings” generated from the two “breeding grounds” both evoked “spontaneity” and “initiative” through “self-reflection” while removing self-assertion. This was inextricably linked to stifling feelings of children who were not committed themselves to drilling. The movement may be said to have exposed the limits of pedagogy.

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."