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ABSTRACT
The secondary teacher training curriculum at the College of Literature of Tokyo Imperial University in early twentieth-century Japan made pedagogy-related subjects compulsory. Kumaji Yoshida, the leader of the institutionalisation of pedagogy at Tokyo Imperial University at the time, considered scientific research in pedagogy essential for the training of secondary school teachers as well as for college education. Through Yoshida’s theories, this article demonstrates how Japan attempted to link secondary teacher training and pedagogy at Tokyo Imperial University during the early twentieth century.
Disclosure Statement
No potential conflict of interest was reported by the authors.
Notes
1. Terasaki et al., Oyatoi Kyōshi Hausukunehito No Kenkyū.
2. Kawamura, “Tōkyō teikoku daigaku kyōiku gakka no kouza zousetsu ni kansuru iti kenkyū,” 13−28; Nishiyama, “Kyū teikoku daigaku kei kyōiku gakubu sōsetsu ni okeru kyōikugaku kan, daigaku kan no tenkai,” 15−27. Other studies on the system of Tokyo Imperial University and the general history of the curriculum of the College of Literature include the following: Tōkyō daigaku hyaku nenshi hensyū iinkai [University of Tokyo Centennial History Editorial Board], Tōkyō daigaku hyaku nenshi [The Centennial History of the University of Tokyo]; Terasaki, Promunādo Tōkyō daigakushi; Terasaki, Nihon kindai daigakushi.
3. Amano, Kindai nihon kōtō kyōiku kenkyū.
4. Morikawa, Kokumin dōtoku ron no miti; Morita,“Wakaki hi no Yoshida Kumaji”; Takahashi, Kyōtsū kyōka to kyōiku tyokugo. Yoshida’s social pedagogy was based on Bergemann’s theory and his criticism of Natorp. The following study is available on Natorp’s Social Pedagogy: Matsuda and Hämäläinen: “Launching Paul Natorp’s Sozialpädagogik,” 291−312.
5. Shiraishi, “1880~1930 nendai nihon no kyōikugaku ni okeru kagaku teki kiso duke mondai,” 45−60; Shiraishi, “Sawayanagi Masatarō Jissai teki kyōikugaku no jissyō syugi saikō,” 40−50.
6. Nishiyama, “Kyū teikoku daigaku kei kyōiku gakubu sōsetsu ni okeru kyōikugaku kan, daigaku kan no tenkai,” 18; Kurematsu, “Bunken to kyōiku gakusya,” 97−153; Kurematsu, “Kyōiku no Taii no shiken mondai no bunseki,” 267−87; Kurematsu, “Kindai nihon ni okeru kyōikugaku to daigaku ni kansuru gakusetsu shi kenkyū”; Kurematsu, “Yoshida Kumaji tyosaku syū kaisetsu,” 1−8.
7. Kaigo, Sengo nihon no kyōiku kaikaku; Yokosuka, “Kyōin yōsei kyōiku no kyōiku katei ni tsuite”; Funaki, Kindai nihon tyūtō kyōin yōsei ronsō shi ron.
8. Mcculloch and Cowan, A Social History of Educational Studies and Research, 161.
9. Studies on the Higher Normal School include, for example, the following: Hiroshima daigaku kyōiku gakubu nihon tōyō kyōikushi kenkyū shitsu [Research Office for the History of Japanese and Oriental Education], Tyūtō kyōin shi no kenkyū [Study on the History of Secondary Teachers]; Miyoshi, Nihon shihan kyōikushi no kōzō; Funaki, Kindai nihon tyūtō kyōin yōsei ronsō shi ron.
10. Sugimori, “Tyūtō kyōin yōsei shi jyō ni okeru rinji kyōin yōsei jyo no iti to yakuwari,” 60−76.
11. Funaki, Kindai nihon tyūtō kyōin yōsei ni hatashita shigaku no yakuwari ni kansuru rekishi teki kenkyū; Ota, Kindai nihon no shigaku to kyōin yōsei.
12. Terasaki, “Tyūtō Gakkō No Seibi to Tyūtō Kyōin No Yōsei,” 70−98.
13. Kurematsu, “Kyōiku no Taii no shiken mondai no bunseki.”
14. Funaki, Kindai nihon tyūtō kyōin yōsei ronsō shi ron.
15. Ibid., 147−65.
16. Monbusyō, “Shiryō Rinji Kyōiku Kaigi dai 4 kan sōkai sokki roku dai 16−22 gō,” 240.
17. Hashimoto, “Meiji Taisyō ki ni okeru bungaku bu sotsugyō sei no syakai teki haibun to yakuwari,” 3−15.
18. Yamada, Kyōshi no rekishi syakaigaku.
19. Tōkyō Teikoku Daigaku, Tōkyō Teikoku Daigaku gojyū nen shi, 366−7.
20. Yoshida, Keitō teki kyōikugaku, 702.
21. Ibid., 703.
22. Ibid., 703−4.
23. Ibid., 708−11.
24. Ibid., 686−94. The examples of the countries presented here are based on Yoshida’s perception. Determining how accurate his grasp of the situation was is beyond the scope of this paper and is therefore a subject for future research.
25. Ibid., 694−9.
26. Yoshida, Doitsu no kyōiku, 33.
27. Yoshida, Kokumin dōtoku to kyōiku, 271−2.
28. Ibid., 310−12.
29. Yoshida, Syakai teki kyōikugaku kōgi, 490−2.
30. Ibid., 497−8.
31. Ibid., 505.
32. Ibid., 495.
33. Yoshida, Bankin kyōiku mondai no kenkyū, 344−6. Note that the first publication of this argument is as follows: Yoshida, “Kyōin yōsei hōshin no henkō.”
34. Yoshida, Bankin kyōiku mondai no kenkyū, 344−6.
35. Ibid., 346−7.
36. Ibid., 374.
37. Ibid.
38. Yoshida, Kokumin dōtoku to kyōiku, 321.
39. Yoshida, Keitō teki kyōikugaku, 164−200.
40. Yoshida, Kyōikugaku kyōkasyo, 202−3.
41. Yoshida, Keitō teki kyōikugaku, 705.
42. Ibid., 705−6.
43. Ibid., 706−7.
44. Ibid., 708–11.
45. Ibid., 706.
46. Yoshida, “Sawayanagi shi no Jissai teki Kyōikugaku wo yomu,” 16−19.
47. Yoshida, “Sawayanagi shi no Jissai teki Kyōikugaku wo yomu,” 9−10.
48. Yoshida, Jikken kyōikugaku no shinpo, 375−6.
49. Yoshida, “Sawayanagi shi no Jissai teki Kyōikugaku wo yomu,” 22. Yoshida considered Germany secondary teacher training in the Prussian case. In Prussia at that time, seminars for secondary teacher training were often established separately from universities. When the “Regulations for the Practical Training of Candidates for the Teaching Profession at Secondary Schools” were enacted in 1890, the connection between seminars for secondary teacher training and universities was considered but abandoned; even the 1908 legal reform did not result in a connection between the seminars and universities. (Masaki, “Doitsu tyūtō gakkō kyōin yōsei ni okeru kyōiku teki kunren seido no hatten (1).”)
50. Morikawa, Kokumin Dōtoku Ron No Miti, 178.
51. Takahashi, Kyōtsū kyōka to kyōiku tyokugo 162−75.
52. Yoshida, “Kōtō gakkō ron,” 15. Also reprinted in Yoshida, Kokumin dōtoku to kyōiku, with additions and corrections.
53. Yoshida, Bankin kyōiku mondai no kenkyū, 141−2.
54. Ibid., 147.
55. Ibid., 148.
56. Ibid., 150−2.
57. Ibid., 160.
58. Ibid., 394−9.
59. Takahashi, Kyōtsū kyōka to kyōiku tyokugo 162−75.