日中戦争期における「学校常会」論の広がり:―培地となった「国民訓育連盟」と「日本青年教師団」―  [in Japanese] <b>The Expansion of Discourse on School Meetings during the Second Sino-Japanese War: </b>:<b>The Federation for Citizen Disciplinary Education and </b><b>Japan Young Teachers Association as Two Breeding Grounds of New Drilling Method </b>  [in Japanese]

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<p>During the Second Sino-Japanese war (1937-1941), there was an expansion of discourse and practice of "School Meetings" (<i>gakk<span style="text-decoration: overline;">o</span> j<span style="text-decoration: overline;">o</span>kai</i>), a term that here encompasses "Pupil Meetings" and "Children's Neighborhood Groups." This paper explores the trend of "School Meetings" discourse and its significance as a new method of drilling and training.</p><p>Specifically, this paper analyzes the formation and development of this discourse and practice by focusing on the "Federation for Citizen Disciplinary Education" (<i>Kokumin Kun'iku Renmei</i>) and the "Japan Young Teachers Association" (<i>Nihon Seinen Ky<span style="text-decoration: overline;">o</span>shidan</i>).</p><p>In December, 1940, the "Federation for Citizen Disciplinary Education" held a workshop, inviting pioneering practitioners and theorists of "Morals Education" (<i>hotoku ky<span style="text-decoration: overline;">o</span>iku</i>), thereby directly absorbing their know-how and theory. Thereafter, within the Federation, the practises that encourage children's "virtues and merits" through "School Meetings," and emphasize approach to the children's inner side with "responsibility and compassion" were increased.</p><p>As for, the "Japan Young Teachers Association" developed the theories and practices of "School Meetings" through connections with policy strategists. Their methods emphasized having a "cooperative heart" and practicing "self-reflection" as well as the importance of "public service" and "drilling."</p><p>"School Meetings" generated from the two "breeding grounds" both evoked "spontaneity" and "initiative" through "self-reflection" while removing self-assertion. This was inextricably linked to stifling feelings of children who were not committed themselves to drilling. The movement may be said to have exposed the limits of pedagogy.</p>

Journal

  • STUDIES IN THE HISTORY OF EDUCATION

    STUDIES IN THE HISTORY OF EDUCATION 59(0), 032-044, 2016

    The Japan Society for Historical Studies of Education

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