Shushin: The Ethics of a Defeated Nation
Shushin: The Ethics of a Defeated Nation
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《蜀申：战败国的伦理》
DOI：
10.2307/2049665
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发表时间：
1950
期刊：
影响因子：
--
通讯作者：
R. Hall
中科院分区：
文献类型：
--
作者：
R. Hall
虽然《一个侵略国家的伦理》可能是一个更合适的标题，但这是一本重要的书。如果美国人能够系统地学会询问别人是怎么教他们的孩子的，那么他们可能已经挽救了许多生命和许多财富。霍尔博士为战前的日本提供了这些信息。1922年丹尼尔C.霍尔托姆阐述了日本沙文主义的哲学，并引用了官方教科书中的内容来巩固他的观点;他的现代神道政治哲学仍然提供了对1932-1945年日本侵略的最佳见解。“珍珠港”事件后，日本教科书的内容在美国受到更多的关注;但直到占领后，日本开始面临教育重组的问题，美国人才开始认真关注战前对日本儿童的灌输。罗伯特·金·霍尔现在用清晰的英语出版官方小学教科书《伦理学》或《书神》的内容。前71页清晰地阐述了日本民族主义教育的历史-意识形态背景;其余158页包含了前六个年级所有课程的翻译，但不是按照原来的顺序。内容按主题重新排列和分类。这些翻译最初是由国务院和军事翻译在战争期间完成的。从官方教师手册的相关段落伴随着文本的每一部分。这些教科书的教训可以被视为灌输Kodo或日本帝国主义意识形态的工具，霍尔博士在1949年早些时候出版的《Kokutai no Hongi》一书中对此作了作者式的表述，该书由约翰·欧文·冈特莱特（John Owen Gauntlett）翻译。舒申教科书远非嗜血。他们的许多内容在美国人看来是有益的，我们大多数人都希望我们的孩子把这些教训付诸实践。然而，即使是这些教训的总体影响，也不能脱离科多的背景，即皇帝崇拜、国家扩张和拯救世界的使命的官方教义来真正评估。这里没有明目张胆的希特勒或浮夸的墨索里尼;这种灌输是微妙的，精明的计划，目的是让每个日本孩子都能毫不犹豫地忠诚并完全致力于任何目标，这些目标可能会得到神圣的帝国认可，支持所有道德甚至生命本身。对美国人来说，大部分课程都是“陈词滥调”;反复的说教，具体说明孩子们应该牢记在心的课程，引起了不耐烦。现代美国人在气质上不适合欣赏对一种明确劝诫性道德准则的深切真诚的信仰;但是，美国对日本教育的改革除了完全理解旧制度及其对日本人民和对日本人民的影响之外，是徒劳的。
Although "The ethics of an aggressive nation" might have been a more fitting title, this is an important book. Americans might have saved many lives and much wealth had they learned systematically to ask what other peoples teach their children. Dr. Hall provides this information for prewar Japan. In 1922 Daniel C. Holtom expounded the philosophy of Japanese chauvinism and clinched his points by quotations from the official schoolbooks; his Political philosophy of modern Shinto still offers the best insight into Japan's aggressions of 1932-1945. After "Pearl Harbor" the contents of Japanese schoolbooks received more attention in the United States; but only as the Occupation began to face the problems of educational reorganization in Japan did Americans pay attention seriously to the prewar indoctrination of Japanese children. Robert King Hall now publishes in clear English the contents of the official elementary-school textbooks in "Ethics" or Shushin. The first 71 pages expound lucidly the historico-ideological background of Japanese nationalistic education; the remaining 158 pages contain translations of all the lessons for the first six grades of school, but not in the original order. The contents are rearranged and classified topically. The translations were made originally by Department of State and military translators during the war. The pertinent passages from the official teachers' manuals accompany each part of the text. These textbook lessons may be regarded as a vehicle for indoctrinating the ideology of kodo or Japanese imperialism, so authoritatively expressed in the book Kokutai no Hongi published earlier in 1949 by Dr. Hall, as translated by John Owen Gauntlett. The Shushin textbooks are far from bloodthirsty. Much of their content is wholesome in American eyes, and most of us would like to have our children put some of these lessons into practice. Even the total impact o£ the lessons, however, cannot be appraised truly apart from the background of Kodo, the official doctrine of emperorworship, national aggrandizement, and mission to save the world. Here is no blatant Hitler or pompous Mussolini; this indoctrination is subtile, astutely planned to the end that every Japanese child might grow up unhesitatingly loyal and utterly devoted to whatever goals might receive the divine imperial sanction that supports all morality and even life itself. T o American ears most of the lessons are "corny"; the repetitious moralizing that specifies the exact lesson that children should take to heart arouses impatience. Modern Americans are temperamentally ill fitted to appreciate deeply earnest belief in an explicitly hortatory moral code; but American reform of Japanese education is futile apart from complete understanding of the old system and what it did to and for the Japanese people.