地方における「大正新教育」への反応と実践― 吉田惟孝を通してみる鹿児島・熊本 ― = The Reactions and Practices to “Taisho New Education” in Rural Areas : Kagoshima and Kumamoto Seen through Yoshida Koretaka

다국어 초록 (Multilingual Abstract)

The purpose of this study is to clarify how the educational reform of the “Taisho New Education” of the 1910s and 1920s was received and practiced in local educational circles through an educator named Yoshida Koretaka (1879-1944). Yoshida is known as one of the first to introduce to Japan the Dalton Plan, one of the Western-style educational methods of the “Taisho New Education”. However, he paid attention to the Dalton Plan as one of the methods of self-study he learned in Kagoshima in the 1910s, and put it into practice in Kumamoto. In this article, I compare and contrast the reactions of educational associations and teachers in Kagoshima and Kumamoto, and trace the development of “Taisho New Education” in these two regions. In addition, regarding the background of the end of the “Taisho New Education,” we focused on the hierarchical structure of local educational institutions and captured the reality of the pressure relations that existed within the teachers' community. This study clarified the differences between Kagoshima and Kumamoto, where the Kagoshima educational associations were proactive and the Kumamoto educational associations were passive, respectively, regarding the “Taisho New Education,” which previous studies had evaluated positively.