1950年代社会科における「郷土教育論争」再考—資本を軸とした生活の構造連関把握の可能性— A Reconsideration of the Controversy of Hometown Education in Social Studies in the 1950s: The Possibility of Grasping Structural Life Relationships with a Focus on Capital

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 本稿では、郷土教育全国協議会・桑原正雄と歴史教育者協議会・高橋磌一の間で1950年代後半に行われた論争について、1950年代前半の小学校社会科教科書の共同執筆に具体化されていた提携関係が対立的な論争へと進展していく過程・要因を、チンドン屋をめぐる教材に着目しながら検討した。そして、桑原が主張した「郷土教育」とは、親の社会生活の個別具体性・多様性を重視する側面と、それを資本の働きという生活に内在する構造連関として系統化する側面を、同時に両立しようとする試みであったことを明らかにした。

 This paper examines a controversy in the late 1950s between Kuwabara Masao of the Council of Hometown Education (Kyodo Kyoiku Zenkoku Kyogikai) and Takahashi Shinichi of the History Educationalist Conference of Japan (Rekishi Kyoikusha Kyogikai), and reconsiders it in the context of the history of post-war education in social studies. <br> This paper analyzes a wide range of material, such as textbooks and sub-textbooks in social studies and papers written during the period of the controversy with a focus on descriptions of street advertisers (chindon-ya), and examines the process and causes through which the relationship of the two councils transformed into controversy in 1957 and 1958 despite the cooperation seen in the making of the 1955 elementary school social studies textbook <i>Akarui Shakai</i>. In addition, the paper looks at the supplementary teaching materials made by Kuwabara in an attempt to put his theory into practice after the controversy. The issues of the controversy included dimensions of the conflicts of the relationship between teachers and parents and the conflicts of social epistemology over what aspects of society should be taught in social studies. Kuwabara described competition among small and medium-sized capital in his sub-textbook, intended to give children a capitalist perspective to begin with, and then tried to make children notice how their hometown was deeply involved in the system of capital competition. This form of Hometown Education originated as a mediating item between Seikatsu-Tsuzurikata (life narratives) and history education in social studies. Due to changing movement policy on Seikatu-Tsuzurikata and history education, Kuwabara’s Hometown Education in social studies faded from view after the controversy. However, it presents us with many suggestions, given its aspect rooted in the diversity of parents’ lives in society, and its intentions to make children aware of the diversity of their parents’ lives as structural relationships based on the commonality of working capital.

収録刊行物

  • 教育学研究

    教育学研究 82(3), 415-426, 2015

    一般社団法人 日本教育学会

各種コード

  • NII論文ID(NAID)
    130005152584
  • NII書誌ID(NCID)
    AN00056578
  • 本文言語コード
    JPN
  • ISSN
    0387-3161
  • NDL 記事登録ID
    026816426
  • NDL 請求記号
    Z7-143
  • データ提供元
    NDL  J-STAGE 
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