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

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).

著者

八鍬 友広

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.30, pp.24-41, 1987-10-02 (Released:2017-06-01)

著者

北野 秋男

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.95-114, 1986-10-10 (Released:2017-06-01)

著者

田中 勝文

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.21, pp.23-37, 1978-09-15 (Released:2017-06-01)

著者

鵜殿 篤

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.25-43, 2002

著者

古川 宣子

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.174-191, 1995-10-01 (Released:2017-06-01)