The peace function of the Ministry of Education

教育史研究表明，明治维新后，我国通过教育制度的建设来培养大日本皇室宪法下的“臣民”。从20世纪30年代后期的S开始，“臣民”的性质发生了变化，个人主义、自由主义和民主被斥为西方的进口品，而“国泰美人”和日本人的思想则无孔不入。于是，“臣民”被驱使以“帝国式”的身份“学训”。在韩国、台湾、“满洲国”、中国等地，教研局作为“革新教研的中央机构”起步，与国家精神文化实验室陷入困境，产生了冲突。他们旨在发展“崛起的亚洲教育”寻找出路，但仅限于在中国北部沦陷区编写教科书等，但当“训练”成为实现总战争秩序的首要目标时，教育教育局的意义就增加了。特别是对美、英开战后，加强学生思想引导和“国家思想的引导”，推动完成“帝国式”的修炼教育。同时，国家精神文化实验室在30年代后半期曾试图通过“有思想的国防”扩张S，但在与教研局的摩擦中软弱无力。

It has been clarified by the studies on history of education that our nation had aimed for upbringing " the subjects" under Great Japanese Imperial Constitution by the construction of the education system after Meiji Restoration. The quality of "the subjects" changed from the latter half of 1930's. While the individualism, the liberalism and the democracy were denounced as imports from Western countries, "Kokutaimeicho" and Japanese mind pervaded all territories. As a result, "the subjects" were driven to "study training" as "imperial nation". Furthermore, they should be brought up in Korea, Taiwan, "Manchurian country", China, etc.Teaching Study Bureau, which started as a "central organization to renovate teaching study", slumped and conflicted with the National Spiritual Culture Laboratory. They aimed to develop "rising Asia education" to find a way out, but it was restricted to compiling textbook at the occupied territory in the northern part of China, and so on.However, when "training" became the primary aim to accomplish total war order, the significance of the Education Teaching Bureau increased. Especially after opening the hostilities toward the United States of America and England, they intended to enforce the guidance of the students' thoughts and "the guidance of the national thoughts", pushed forward to complete the training education of "imperial nation".Meanwhile, though the National Spiritual Culture Laboratory tried to expand by "national defense with thoughts" in the latter half of the '30 s, they became weak in the friction with the Teaching Study Bureau in the '40 s.