Continuity and Discontinuity of Pedagogy among Prewar, Wartime and Postwar Periods: Comparisons of Japan and Germany

本研究的目的是通过阐述20世纪战前、战时和战后时期教育和教育学的连续性和非连续性，比较经历纳粹主义的德国教育学和经历军国主义和（超级）民族主义的日本教育学，重新思考当前教育学的自我认识。本研究分为以下两个步骤：(1)梳理德国教育学的最新研究成果，阐述其从魏玛自由主义教育学、纳粹教育学到战后教育学的延续性与断续性；(2)提取受德国教育学影响的日本战前教育学的特点，并以教师培训为例分析其向民族主义教育学的发展。据此发现了以下三点：(1)德国战后教育学宣布与纳粹教育学分离，获得了自我认识，成为民主主义教育学；日本战后教育学也宣布与民族主义教育学分离，获得了自我认识，成为民主主义教育学。由于其战前异常偏离和战后常态的两极图景，我们忽视了其结构连续性，难以理解其现状；(2)通过批判强调德国纳粹教育学和日本民族主义教育学的反现代性和独特性的主流教育历史理解，我们认识到战时教育学具有战前与战后教育学的结合点特征：(3)重新审视战后教育学的自我认识，从连续性与非连续性的角度阐述战前至战后所奠定的现代社会教育问题的结构。多维度追溯了美国在德、日两国的教育职业政策、对这些政策的反应和战后教育改革，以及战后“现代性”是如何形成的，进而揭示了当前教育学的方向。少

The purpose of this study was to reconsider the current self-knowledge of pedagogy, by elaborating on the continuity and discontinuity of education and pedagogy among prewar, wartime and postwar periods in the 20th contury, comparing German pedagogy that experienced Nazism and Japanese pedagogy that experienced militarism and (super)nationalism. The study took the following two steps:(1) to survey the latest findings of German pedagogy and elaborate on its continuity and discontinuity from Weimar liberal pedagogy and Nazi pedagogy to postwar pedagogy;(2) to extract the features of Japanese prewar pedagogy that was influenced by German pedagogy and analyze its development to Nationalist pedagogy in its case of teacher training.The following three points were accordingly found:(1) German postwar pedagogy declared the severance from Nazi pedagogy and obtained its self-knowledge as Democratic pedagogy, and Japanese postwar pedagogy also declared the separation from Nationalist pedagogy and … More obtained its self-knowledge as Democratic pedagogy. Because of the bipolar picture of their exceptional deviation during the prewar-wartime period and their normality during the postwar period, we have overlooked their structural continuities and had difficulties in understanding their current situations;(2) By criticizing a mainstream historical understanding of education that puts emphasis on the anti-modernity and peculiarity of German Nazi pedagogy and Japanese Nationalist pedagogy, we recognize that pedagogies in wartime had the feature of a bonding point between prewar and postwar pedagogies:(3) The self-knowledge of postwar pedagogies was reexamined and the structure of educational problems in modern society laid from the prewar to the postwar periods was elaborated in terms of the continuity and discontinuity. American occupational policies of education in Germany and Japan, their reactions to the policies and their postwar educational reforms were traced multi-dimensionally, and how the postwar "modernity" was made, and then, the direction of current pedagogy were shown. Less