A Study on the Institute For Educational Leadership (IFEL) for Youth Leaders and its Effects

青年领袖教育领导力研究所（IFEL）及其影响研究

• 批准号: 03610126
• 负责人: TANAKA Haruhiko
• 金额: $ 0.83万
• 依托单位: Okayama University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1991
• 资助国家: 日本
• 起止时间: 1991 至 1992
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-03610126/
• 关键词: History of Social Education; Youth Organization; Youth

The Institute For Educational Leadership (IFEL) was carried out eight times during 1948 and 1952. The Youth Leaders Courses were provided four times in 1948.49 and 50. IFEL courses have given great impacts to the post-War Japanese adult education and youth service. Because of the militalistic youth policy in 1930s and early 40s. most of the youth leaders had no idea of democratic way of youth work. The group work method was introduced during the IFEL courses, and they first understand how to lead group discussion and manage youth groups democratically. Group work method was relatively easily accepted by Western rooted youth organizations such as YMCA and Boy Scouts. But the indigenous Japanese youth association called Seinendan (Young Mens' Association)had difficulty to understand it. Seinendan had roots in rural community in Tokugawa Japan. They organize all of the young people in the same village. Its membership was huge, and the activities were traditional - harvest festivals, sports festivals, fire keeping, etc. Seinendan was forced to contribute to military training in 1930s. The first priority of youth policy by SCAP/GHQ was to dessolve militalistic youth organizations, and create the democratic ones. So the main target for IFEL courses was rural youth leaders of Seinendan. SCAP/GHQ had intended to reorganize the seinendan into the interest group through IFEL courses, but it was failed. The Seinendan invented the new method called 'kyodo gakushu' - cooperative learning. This method includes therapeutic process and learning process through group discussion.The effects of IFEL were not only methods of group management, but also forming coodination groups and associations. The Japanese Social Education Society and the National Council of Youth Organizations in Japan were formed by the IFEL graduates.

教育领导研究所（IFEL）在1948年和1952年期间进行了八次。青年领袖课程于一九四八至一九四九及一九五零年举办了四次。IFEL课程对战后日本成人教育和青年服务产生了重大影响。由于20世纪30年代和40年代初的军国主义青年政策，大多数青年领导人对民主的青年工作方式一无所知。在IFEL课程中引入了小组工作方法，他们首先了解了如何领导小组讨论和民主管理青年小组。小组工作方法相对容易被西方根深蒂固的青年组织，如基督教青年会和童子军所接受。但是被称为“青年男子协会”的日本土著青年协会却很难理解。Seinendan起源于日本德川的农村社区。他们把村里所有的年轻人组织起来。它的会员数量庞大，活动也很传统——丰收节、体育节、防火节等。20世纪30年代，塞伊南丹被迫参加军事训练。最高统帅部/总司令部青年政策的首要任务是解散军国主义青年组织，建立民主青年组织。因此，IFEL课程的主要目标是Seinendan的农村青年领袖。SCAP/GHQ曾打算通过自由电子教学课程将seinendan改组为兴趣小组，但失败了。Seinendan发明了一种叫做“kyodo gakushu”的新方法——合作学习。该方法包括治疗过程和小组讨论的学习过程。IFEL的作用不仅是群体管理的方法，而且是形成协调群体和协会的作用。日本社会教育协会和日本青年组织全国理事会由国际英语学院的毕业生组成。