日本教職員組合の教育研究活動論の「転換」と国民教育論の生成 : 第4次教育研究集会をめぐる議論を手がかりに(IV 投稿論文)

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  • The Educational Research Movement by JTU (JAPAN TEACHERS' UNION) in 1950's and the Shaping of People's Education Theory : A Study on the Organization in the 4th Educational Research Meeting(IV. Research Reports)
  • 日本教職員組合の教育研究活動論の「転換」と国民教育論の生成--第4次教育研究集会をめぐる議論を手がかりに
  • ニホン キョウショクイン クミアイ ノ キョウイク ケンキュウ カツドウロン

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抄録

The Executive of the Japan Teachers' Union (hereafter referred to as JTU) advocated the People's Education Theory with the "Self-Reliant Composition of Curriculum Movement" as a strategic idea in 1950's. This idea opposed the anti-reformed policy of the Government at the time. The purpose of this study is to research the teachers' educational consciousness and examine an adequacy of the strategic idea. It also aims to clarify the risks in that idea. The writer focuses on why the Executive and Central Lecturers of JTU had established some sectional meetings, according to each school subject at the Conference of the 4th Education Research Meeting. As a matter of fact, it had definitely controlled the direction of the People's Education Theory subsequently. The followings are findings in this study: The 4th Education Research Meeting divided into each school subject. It was decided upon the understanding of the Education Research Movement that JTU would authorize. Ichitaro Kokubun and Hiraku Toyama, the members of the Central Lectures of JTU, played an important role to serve for making those understandings and its idea. They had insisted in promotion of the studies of curriculums and teaching methods in the early period of the Education Research Movement. They emphasized on the ground of that; (1) People want to have teaching 3R's and other modern subjects to children carefully. (2) the relationship between teachers and the nation would strengthen the People's Education Movement. (3) teaching 3R's and other modern subjects to children carefully make them a new nation with peace and democracy. As a result, the Executive and the Central Lectures accepted such an idea. They judged that it was politically effective that JTU adopted the idea and advanced the popularization of the education research activity. However, it could not be driven just as the Executive and the Central Lecturers had expected. The teachers' educational consciousness and their understandings of Education Research Movement made that strategic idea "worm-eaten". At the same time, that idea involved risks in the framework of "Education for Peace" of JTU.

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