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- 저자 : ( Tomiyama Noritaka ) (검색결과 1 건)
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戰後日本における上原專祿の敎育論(2)-國民敎育論と地域論の展開-
( Tomiyama Noritaka ) 한국일본근대학회 2018 일본근대학연구 Vol.0 No.59
本稿は、前稿に引き續いて、戰後日本を代表する歷史學者·思想家である上原專祿(1899~1975)の國民敎育論を論じるものである。上原は國民敎育硏究所に關わっていた1957~64年にかけて、「國民づくり」と「民族獨立」の敎育論を展開した。その基本的構成は、民族獨立の問題を中心とする「歷史的·政治的問題情況」という課題認識をもとに、「國民敎育」という言葉に敎育理念、目的論と目標論、敎育內容論、敎育方法論を凝集させたものであった。 1960年以降、日米安保體制と經濟の高度成長の時代のなかで、上原は敎育內容論·方法論について新たな議論を試みるとともに、國民の主體性形成と〈地域の地方化〉批判などを軸とする地域論·世界史認識論を繰り廣げた。その姿勢は歷史意識に立った主體的認識を重視し、アジア·アフリカ·ラテンアメリカとの連帶を目指すものであった。この議論のなかで、〈方法としての地域〉や〈價値としての地域〉といった觀点や、敎育·學問の權利についての議論を行った。ただし、上原の國民敎育論は、「地域と敎育」論と評價できる內容を有してはいなかった。 I attempt to reveal the structure and the characteristics of UEHARA Senroku’s education theory from 1957 to 1964. He is famous as a historian and thinker in postwar Japan. After 1957, UEHARA developed his theory of national education and national independence. He constructed his idea, aims, objectives, contents and methods of education from the perspective of “national education” in order to deal with the circumstances of historical and political issues concerning the problem of national independence. After 1960, the age of the system of the military alliance between the United States and Japan and the rapid growth of the Japanese economy, he discussed the community and the epistemology of world history, especially he criticized a dependent relationship between the national government and local communities and he argued that all Japanese people should establish their independence. He emphasized the importance of the self-knowledge which is based on an understanding of history. He urged the solidarity with the Asian, the African and the Latin American. These arguments included other topics: the perspective of “community” as the framework of understanding Japan and the world, “community” as the source of value system and the rights of education and studies.
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