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

教育领导研究所（IFEL）在1948年至1952年期间进行了八次。青年领袖课程在1948年、1949年和1950年提供了四次。IFEL课程对战后日本成人教育和青少年事业产生了重要影响。由于20世纪30年代和40年代初的军国主义青年政策。大多数青年领袖对青年工作的民主方式没有概念。在IFEL课程中引入了小组工作方法，他们首先了解如何领导小组讨论和民主管理青年团体。小组工作方法相对容易被西方扎根的青年组织，如基督教青年会和童子军接受。但是，日本本土的青年团体Seinendan（青年男子协会）却很难理解它。Seinendan植根于德川日本的农村社区。他们把同一个村子里的所有年轻人都组织起来。它的成员人数众多，活动是传统的-收获节，体育节，消防等，Seinendan被迫在1930年代为军事训练做出贡献。SCAP/GHQ青年政策的首要任务是解散军事青年组织，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IFEL课程将seinendan重组为兴趣小组，但失败了。清念团发明了一种叫做“共同学习”的新方法--合作学习。该方法包括治疗过程和小组讨论学习过程，IFEL的效果不仅是小组管理的方法，而且是形成协调小组和协会的方法。日本社会教育学会和日本青年组织全国理事会是由国际青年教育联合会的毕业生组成的。

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.