A Study of the Theory on Civic Education from the Point of Adult and Community Education

本文以20世纪20年代战后改革时期为研究对象，考察了公民教育作为社会教育的特征。在这一时期，社会教育出现了体系化的发展。社会教育关注战前自由主义知识分子的思想过程以及他们对战后教育改革的影响。因此，两种理论应运而生，并构成了战后早期社会教育的基础。公民教育的两种理论是：一是基于国家统一理论的民族主义公民教育，二是基于政治主体形成理论的民主公民教育。此外，这已经延续到战后的Kominkan概念，并在很大程度上受到两大趋势的影响：战前自由派知识分子所展示的讲授式和实用主义方法。

This paper examines the characteristics of civic education as social education by focusing the 1920s to the post-war reform period. During this period, the systemization of social education was devised. Social education focused on the thought processes indicative of pre-war liberal intellectuals as well as their influence on post-war education reform. As a result, two theories arose andformed the basis of early post-war social educatoin. The two theories of civic education were: 1.nationalistic civic education based on the theory of national unification; and, 2.democratic civic education based on the theory of political subject formation. Further, this has carried over to concepts of post-war Kominkan and was largely influenced by two great trends: lecture-like and pragmatic approaches that have been demonstrated by pre-war liberal intellectuals.