東アジアにおける読み書き能力の歴史 : 漢字支配とその簒奪,廃棄,馴致(<特集>公教育とリテラシー)
スポンサーリンク
概要
- 論文の詳細を見る
"East Asia" in a title is the "Chinese character cultural sphere," which include China, Korea, and Japan. The Chinese character is the ideography character different from the alphabet character of a phonogram. This paper discusses the historical process how people of China, Korea, and Japan in this area had escaped from rule by the Chinese character and acquired the reading-and-writing capability, respectively. The Chinese character was born to China as a sacred ecriture which records the communication with a king and God before B.C. 1300, at least. Under such a situation, the Chinese ecriture became a means by which an emperor governed the public in the history of China. It was asked for the public to study the scriptures of Confucianism through these characters in China. A far target of this study was taking and passing the classical examination system for the government service "科挙". The study for which it depends on memorization intently troubled the children as a student. A Chinese character reform in China was begun from the end of the 19th century. Roman-alphabet-izing and simplification of a Chinese character were tried. However, the non-literacy in 1949 was 80%, and 20% in 1988. The process of Chinese modernization was a curse and the process of reform to a Chinese character, and the process of "usurpation" of the Chinese character from the emperor by the public. Korea which was close to China and under the overwhelming influence was not easily released from rule of a Chinese character. In Korea artificial ecriture "訓民正音" was originated by the emperor "世宗" about the middle of the 15th century Although this was scorned with "諺文" under overwhelming Chinese character rule, "訓民正音" which was produced by studying the complicated syllable structure of Korean parole thoroughly continues being firmly useful for the public, because of easy phonetic ecriture. At the beginning of the 20th century, "訓民正音" was called "Han-guel" (great character), and after the release from the colony in Japan in 1945 it serves as the character of a positive Korean type, and has resulted at present. In Korea the Chinese character was abandoned at last as an external foreign substance. In East Asia governed with the Chinese character, Japan occupies the very unique position. A design of the Japanese syllabary "仮名" is it. The Japanese syllabary, both hiragana and katakana, was made out of man'yo-kana which was formed by the Chinese character. Japan succeeded in writing his parole with a Chinese character. Japan domesticated it. Why was Japan able to do what Korea could not? It may be the contrastive reason why Korea could not. It is the comparatively simple syllable structure of Japanese parole and separating from China by the sea that Japan was comparatively easy to escape from the cultural rule by China.
- 日本教育学会の論文
- 2003-12-30
著者
関連論文
- 片桐芳雄・藤田英典ほか編著『教育学年報9 大学改革』(世織書房、2002年9月)
- 片桐芳雄・藤田英典ほか編著『教育学年報8 子ども問題』(世織書房、2001年10月)
- 戸田金一著, 『明治初期の福祉と教育 慈善学校の歴史』, 吉川弘文館刊, 2008年10月発行, A5判, 324頁, 本体価格9,500円
- 木村元編著, 『人口と教育の動態史-1930年代の教育と社会-』, 多賀出版刊, 2005年2月発行, A5判, 620頁, 本体価格8,100円
- 千葉昌弘・梅村佳代編, 『地域の教育の歴史』, 川島書店刊, 2003年5月発行, A5判, 216頁, 本体価格3,000円
- 東アジアにおける読み書き能力の歴史 : 漢字支配とその簒奪,廃棄,馴致(公教育とリテラシー)
- 中内敏夫著, 『中内敏夫著作集』全8巻, 藤原書店刊, 1998年1月〜2001年7月発行, A5判, 264頁〜512頁, 定価5,000円〜12,000円
- 学校教育をめぐる地域諸階層と教育要求--秩父事件を手がかりとして
- 提案 日本における近代教育学の成立と教育史研究の位置--吉田熊次の場合 (教育史学会第42回大会記録) -- (シンポジウム:教育学への教育史研究の貢献--教育学説史研究の再検討)
- 教育史教育と研究のあり方をめぐって (教育史学会第37回大会記録) -- (教育史教育と研究のあり方をめぐって--シンポジウム)
- 日本教育史の研究動向 (〔教育史〕研究動向(1992年))
- 「個性」、"individuality"、"individualitaet"についての覚え書
- 近代日本における個性教育論への道 : 教育雑誌掲載論文の検討を通して
- 日本における個性教育論の展開 : 大瀬甚太郎を手がかりに
- 近代日本の教育学と「個性」概念
- 森田尚人・森田伸子・今井康雄編著『教育と政治 戦後教育史を読みなおす』(勁草書房、2003年9月)
- 成瀬仁蔵の魅力
- リチャード・ルビンジャー著/川村 肇訳, 『日本人のリテラシー 1600-1900年』, 柏書房, 2008年6月, 322頁, 5040円
- フクシマ後の成瀬仁蔵 : 『軽井沢山上の生活』を読む
- 日本における近代教育学の成立と教育史研究の位置 : 吉田熊次の場合(教育学への教育史研究の貢献-教育学説史研究の再検討,大会シンポジウム,II 教育史学会第42回大会記録)