ON THE DEVELOPMENT AND CHARACTERISTICS OF EDUCATIONAL AND SOCIAL PSYCHOLOGY IN JAPAN BEFORE, DURING AND AFTER WORLD WAR II.

我们从以下几个方面考察了日本在第二次世界大战之前、期间和之后的教育和社会心理学的历史：与社会框架的关系、制度发展和心理学理论的接受。战前和战争期间的调查：调查了殖民地“满书”的心理学家和他们进行的心理学研究。本文考察了在日本进行的关于种族和民族的研究及其与政府政策的关系。占领时期的调查：调查了所谓“四柱教育心理学”的形成过程，即心理学的教育范式。我们发现了教育领导学院的巨大作用。重建时期的调查：对“教育心理学的贫瘠”的讨论进行了调查，并提出了未来教育心理学的一些展望。不被接受的心理学理论，特别是那些在法语语言领域提出的理论，被调查。

WE HAVE INVESTIGATED HISTORY OF EDUCATIONAL AND SOCIAL PSYCHOLOGY IN JAPAN BEFORE, DURING AND AFTER WORLD WAR II FROM THE VIEPOINTS OF : ITS RELATIONS TO SOCIAL FRAMEWORKS, INSTITUTIONAL DEVELOPMEMT, AND ACCEPTANCE OF PSYCHOLOGICAL THEORIES.1. INVESTIGATIONS OF THE PERIOD BEFORE AND DURING THE WAR : PSYCHOLOGISTS IN COLONIAL "MANSHU" AND PSYCOLOGICAL RESEARCH CONDUCTED BY THEM WERE INVESTIGATED. RESEARCH ON RACE AND NATION CONDUCTED IN JAPAN, AND ITS RELATIONS TO THE GOVERNMENT'S POLICIES WERE EXAMINED.2. INVESTIGATIONS OF THE OCCUPIED PERIOD : THE PROCESSES OF FORMING SO-CALLED "4 PILLARED EDUCATIONAL PSYCHOLOGY", WHICH MEANS A EDUCATIONAL PARADIGM OF PSYCHOLOGY, WERE INVESTIGATED. WE HAVE FOUND THE ENARMOUS ROLE OF IFEL (INSTITUTE OF EDUCATIONAL LEADERSHIP) .3. INVESTIGATIONS OF THE RECONSTRUCTING PERIOD : DISCUSSIONS ON THE "STERILITY OF EDUCATIONAL PSYCHOLOGY" WERE SURVEYED ANDWERE PROPOSED SOME PERSPECTIVE OF EDUCATIONAL PSYCHOLOGY IN THE FUTURE. UNACCCEPTED PSYCHOLOGICAL THEORIES, ESPECIALLY THOSE PROPOSED IN FRENCH LINGUISTIC AREAS, WERE INVESTIGATED.