The peace function of the Ministry of Education

教育部的和平职能

• 批准号: 15520393
• 负责人: OGINO Fujio
• 金额: $ 1.66万
• 依托单位: Otaru University of Commerce
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15520393/
• 关键词: Teaching Study Bureau of the Ministry of Education; Spiritual Culture Laboratory; study training; East Asian (Koa) education; People Training Place, Study Training Place; imperial nation; the Fundamental Law of Education; postwar campus activism

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.

教育史研究表明，我国明治维新后的教育制度建设，是以培养大日本皇宪下的“子民”为目标的。自20世纪30年代后半叶以来，“主体”的质量发生了变化。在个人主义、自由主义、民主主义被斥为从西方国家引进的同时，“国大名朝”和日本思想却渗透到了各个领域。于是，“臣民”被迫以“皇国”的身份“学习训练”。而且，他们应该是在韩国、台湾、“满洲国”、中国等地长大的。 以“革新教学研究的中央机构”起家的教学研究局，后来陷入困境，并与国家精神文化实验室发生冲突。他们旨在发展“崛起的亚洲教育”以寻找出路，但仅限于在中国北部沦陷区编写教科书等。但当“训练”成为完成全面战争秩序的首要目标时，教育教学局的意义就更大了。尤其是对美、英等国开战后，意图加强对学生的思想引导和“民族思想的引导”，推动完成“帝国民族”的训练教育。同时，国家精神文化实验室虽然在30年代后半期试图通过“思想国防”进行扩张，但在40年代与教学研究局的摩擦中却日渐衰弱。

项目成果

文部省の治安機能-思想統制から「教学錬成」へ-

教育部的安全职能——从思想管控到“教育培训”——

• 发表时间: 2007
• 作者: 荻野 富士夫

Public peace function of the Ministry of Education : From thought management whether to "study training"

教育部治安职能：从思想管理看是否要“学习培训”

• 发表时间: 2007
• 作者: Ogino;Fujio
• 通讯作者: Fujio