ON THE DEVELOPMENT AND CHARACTERISTICS OF EDUCATIONAL AND SOCIAL PSYCHOLOGY IN JAPAN BEFORE, DURING AND AFTER WORLD WAR II.

本文从以下几个方面回顾了二战前后日本教育心理学和社会心理学的发展历史：教育心理学与社会结构的关系、社会制度的变迁和心理学理论的接受。战前和战争期间的声明：殖民地“满洲”的心理学家和他们进行的心理学研究被揭露。对日本国内进行的种族与民族研究及其与政府政策的关系进行了综述.对被占领时期的反思：反思了形成所谓“四支柱教育心理学”即心理学教育范式的过程。我们发现了IFEL（教育领导研究所）的巨大作用。3.重建时期的反思：审视了“教育心理学的立体性”问题，并提出了教育心理学未来的发展方向。未被接受的心理学理论，特别是那些在法语语言领域提出的理论，被重新考虑。

WE HAVE INVESTIGATED HISTORY OF EDUCATIONAL AND SOCIAL PSYCHOLOGY IN JAPAN BEFORE, DURING AND AFTER WORLD WAR II FROM THE VIEPOINTS OF : ITS RELATIONS TO SOCIAL FRAMEWORKS, INSTITUTIONAL DEVELOPMEMT, AND ACCEPTANCE OF PSYCHOLOGICAL THEORIES.1. INVESTIGATIONS OF THE PERIOD BEFORE AND DURING THE WAR : PSYCHOLOGISTS IN COLONIAL "MANSHU" AND PSYCOLOGICAL RESEARCH CONDUCTED BY THEM WERE INVESTIGATED. RESEARCH ON RACE AND NATION CONDUCTED IN JAPAN, AND ITS RELATIONS TO THE GOVERNMENT'S POLICIES WERE EXAMINED.2. INVESTIGATIONS OF THE OCCUPIED PERIOD : THE PROCESSES OF FORMING SO-CALLED "4 PILLARED EDUCATIONAL PSYCHOLOGY", WHICH MEANS A EDUCATIONAL PARADIGM OF PSYCHOLOGY, WERE INVESTIGATED. WE HAVE FOUND THE ENARMOUS ROLE OF IFEL (INSTITUTE OF EDUCATIONAL LEADERSHIP) .3. INVESTIGATIONS OF THE RECONSTRUCTING PERIOD : DISCUSSIONS ON THE "STERILITY OF EDUCATIONAL PSYCHOLOGY" WERE SURVEYED ANDWERE PROPOSED SOME PERSPECTIVE OF EDUCATIONAL PSYCHOLOGY IN THE FUTURE. UNACCCEPTED PSYCHOLOGICAL THEORIES, ESPECIALLY THOSE PROPOSED IN FRENCH LINGUISTIC AREAS, WERE INVESTIGATED.