The Institutionalisation of School and National Integraton in Modern French

现代法语中的学校制度化与民族融合

• 批准号: 04802005
• 负责人: OYAMA Tsutomu
• 金额: $ 0.77万
• 依托单位: KYUSHU UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1992
• 资助国家: 日本
• 起止时间: 1992 至 1993
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-04802005/
• 关键词: Popular education; Liberty of education; Monopoly of Universite; Anticlericalism; Republic of teachers; Compulsory education; Gratuitous education; Secular education; 義務性; 無償性; 世俗性; ジュール・フェリー; フォルツール; ヴィクトール・デュリュイ; 権威帝政; 自由帝政; 世俗的民衆教育; 帝国

In France, the monopoly of education by the church began to be severely criticized in the moddle of the 18th century. After the Revolution of 1789, there had been cotroversy between church and state on the subject of the securalisation of educational system. This education struggle ended up with the institutionalisation of the three great principles of education modernisation, namely, gratuitousness, obligation and securalisation in the Third Republic.In this research, I explained as positively as possible the whole processes of the institutionalisation and national integration. From the internally dynamic history, I tried to illuminate how charasterically the construction of French modern state was determined by the transformation process from an affaire of Church to an affaire of State of the education. While analysing many research materials. I found that the ideas of French Revolution penetrated the various forms of modernisation. Consequently, it can be rightly said that the ideas … More of 1789 contributed to not only the destruction of the Ancien Regime , but also the construction of the Regime Moderne. The concepts of educational reformation, which playd great leading parts during the period of the French Revolution, survived several changes of the forms of government to complete the institutionalisation of the three great principles of educational modernisation in the Third Republic.The educational policies had been caried out as practical measures to meet radically changing situations of political, social and economic structures caused by industrialisation and introduction of universal suffrage. In the long changing process, the educational formation based on humanistic intelligence underwent gradual changes and the professional education was developped to promote the formation of technolojical intelligence in response to industrialisation. In the hitorical context. I could give an objective explanation of the internal substantiation processes of the construction of French modern state. Less

在法国，教会在18世纪的模式下开始受到批评。在这项研究中，我在内部动态的历史上解释了整个企业化和命令的整个过程。在分析许多现代化的研究材料时，可以正确地说，1789年的想法没有贡献。在研究所形式的形式形式期间基于人文智能的选举权和专业教育是为了促进对工业化的智力的形成。

项目成果

小山 勉: "フランス近代国家形成と知の権力性の集権的制覇-第二帝政期における教育闘争をめぐって-" 法政研究. 60. 1-69 (1994)

小山努：“现代法国国家的形成和知识力量的集中控制——关于第二帝国时期的教育斗争”Hosei Kenkyu 60. 1-69 (1994)。

Tsutomu, Oyama: "The Institutionalisation of School and National Integration by the French Modern State" Journal of Law and Politics. 55. 1-71 (1993)

Tsutomu, Oyama：“法国现代国家的学校制度化和民族一体化”法律与政治杂志。

小山勉: "フランス近代国家形成における学校の制度化と国民統合-七月王政・第二共和政期を中心に-" 法政研究. 59. 1-71 (1993)

Tsutomu Koyama：“现代法国国家形成中的学校制度化和民族一体化 - 聚焦七月君主制和第二共和国时期 -”Hosei Kenkyu 59. 1-71 (1993)。

小山 勉: "フランス近代国家形成における学校の制度化と国民統合-七月王政・第二共和政期を中心に-" 法政研究. 59. 1-71 (1993)

Tsutomu Koyama：“现代法国国家形成中的学校制度化和民族一体化——聚焦于七月君主制和第二共和国时期”Hos​​ei Kenkyu，59. 1-71 (1993)。

Tsutomu, Oyama: "The Centralisation of Scholastic Power by the French Modern State" Journal of Law and Politics. 60. 1-69 (1994)

Tsutomu, Oyama：“法国现代国家学术权力的集中化”《法律与政治杂志》。