Continuity and Discontinuity of Pedagogy among Prewar, Wartime and Postwar Periods: Comparisons of Japan and Germany

战前、战时和战后教育学的连续性和非连续性：日本和德国的比较

基本信息

批准号：
16330153
负责人：
SAKAKOSHI Masaki
金额：
$ 4.22万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

The purpose of this study was to reconsider the current self-knowledge of pedagogy, by elaborating on the continuity and discontinuity of education and pedagogy among prewar, wartime and postwar periods in the 20th contury, comparing German pedagogy that experienced Nazism and Japanese pedagogy that experienced militarism and (super)nationalism. The study took the following two steps:(1) to survey the latest findings of German pedagogy and elaborate on its continuity and discontinuity from Weimar liberal pedagogy and Nazi pedagogy to postwar pedagogy;(2) to extract the features of Japanese prewar pedagogy that was influenced by German pedagogy and analyze its development to Nationalist pedagogy in its case of teacher training.The following three points were accordingly found:(1) German postwar pedagogy declared the severance from Nazi pedagogy and obtained its self-knowledge as Democratic pedagogy, and Japanese postwar pedagogy also declared the separation from Nationalist pedagogy and … More obtained its self-knowledge as Democratic pedagogy. Because of the bipolar picture of their exceptional deviation during the prewar-wartime period and their normality during the postwar period, we have overlooked their structural continuities and had difficulties in understanding their current situations;(2) By criticizing a mainstream historical understanding of education that puts emphasis on the anti-modernity and peculiarity of German Nazi pedagogy and Japanese Nationalist pedagogy, we recognize that pedagogies in wartime had the feature of a bonding point between prewar and postwar pedagogies:(3) The self-knowledge of postwar pedagogies was reexamined and the structure of educational problems in modern society laid from the prewar to the postwar periods was elaborated in terms of the continuity and discontinuity. American occupational policies of education in Germany and Japan, their reactions to the policies and their postwar educational reforms were traced multi-dimensionally, and how the postwar "modernity" was made, and then, the direction of current pedagogy were shown. Less

这项研究的目的是通过详细阐述第20个柱子前战前，战时和战后时期的教育和教育学的连续性和不连续性，比较德国的教学法，与德国的教学法进行了比较，从而比较了德国的教学法，从而经历了经历了纳粹主义和日本的教育学，经历了军事主义以及（超级）民族主义的日本教学法，这是为了重新考虑当前的教学法自我知识。该研究采取了以下两个步骤：（1）调查德国教学法的最新发现，并详细介绍了其连续性和不连续性从魏玛自由教学法和纳粹教学法到战后教学法的连续性和不连续性；（2）提取日本前教学法的特征，以对德国教学法的发展并分析了其在民族主义教育的培训。教学法宣布从纳粹教学法中遣散，并获得了民主教育学的自我知识，而日本战后教学法也宣布与民族主义教学法分离，并且……更加获得了其自我知识为民主教学法。由于战前期间的双极性图景以及战后期间的正常性，我们忽略了它们的结构性连续性，难以理解他们当前的情况；（2）通过对教育的主流历史理解进行挑战，从而强调了对反模式和纳粹的态度的强调，以确认了德国纳粹的习惯。战前和战后教学法之间的结合点的特征：（3）重新审查了战后教学的自我知识，并且在战前到战后时期的现代社会中教育问题的结构被详细阐述了连续性和不连续性。美国对德国和日本的教育职业政策，他们对战争及其战争后的教育改革的反应是多维的追溯，以及战后“现代性”是如何做出的，然后显示了当前教育学的方向。较少的