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

本研究的目的在于通过对20世纪战前、战时和战后教育与教育学的连续性和间断性的阐述，以及对经历纳粹主义的德国教育学和经历军国主义和（超）民族主义的日本教育学的比较，来重新审视当前教育学的自我认识。本研究分两个阶段进行：（1）考察德国教育学的最新成果，阐述德国教育学从魏玛自由主义教育学、纳粹主义教育学到战后教育学的连续性和间断性;（2）提取日本战前受德国教育学影响的教育学特征，并以教师培养为例，分析日本教育学向民族主义教育学的发展。（1）战后德国教育学宣布与纳粹教育学决裂，获得了民主教育学的自觉;日本战后教育学也宣布与民族主义教育学分离， ...更多信息 获得了作为民主教育学的自我认识。由于它们在战前-战时异常偏离而在战后正常的两极情况，我们忽视了它们的结构连续性，难以理解它们的现状;（2）通过对强调德国纳粹主义教育学和日本民族主义教育学的反现代性和特殊性的主流教育历史理解的批判，我们认识到，战时教育学具有战前教育学与战后教育学结合点的特征：（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了从战前到战后现代社会教育问题的结构。从多个维度考察了美国职业教育政策在德国和日本的实施情况，以及它们对职业教育政策的反应和战后的教育改革，并由此揭示了战后美国职业教育的“现代性”是如何形成的，进而指出了当代教育学的发展方向。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