日本における工業化と教育との関係 : 科学技術教育を中心として (<特集>工業化と教育)
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概要
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1. Research results to date. Besides various individual studies such as those by Mitsutomo Yuasa and Ryoichi Iwauchi, there are the products of collaborative research in the history of science education of the Japan History of Science Association, such as, "An Outline of the History of Science and Technology in Japan" (Education, vol. 1, no. 2) and The Role of Education in the Social and Economic Development of Japan (1959) issued by the Japan National UN-ESCO Commission. The last mentioned is particularly suggestive for the present topic. In this respect I would like to offer specific examples from the Osaka area which have heretofore been relatively negleted. 2. Preparatory stage in the change from a traditional to an industrialized society (Bakumatsu period). It must not be forgotten that a fundamental condition of Tokugawa feudal society from its earliest period was a major connection with foreign civilization and an accumulation of 'Western learning.' One can't neglect the autonomous influence represented by the young samurai class, in preparing the way for change, who felt the pressure of the West and whose method of training and scholarly outlook differed in important respects from those in China, as well as the activities of the middlelevel men. Since it was from these groups that the modern bureaucratic technonogists and leading technologists of the take-off period appeared, one must give credit to the birth and historical development of Western-style industries in the south-western han and to the scientific and technological knowledge gained in the Nagasaki naval training school. 3. Beginnings of an industrialized society and the early stages of education in science and technology (1868-1885). Building on the human and material resources of the old han, the Meiji government rapidly adobted a policy of modernization under the slogan "enrich the country, strengthen the army." In this process special attention was given to the modernization of education. Educational policy was harmonized with the direction of industrial development. Because of the urgent need to train modern technologists, students were sent abroad and nation participated in exhibitions. In particular, remarkable success was achicved through the hiring of foreign engineers (in both public and private enterprises) who developed the first educational institutions for science and technology - the Engineering Academy (Kogakuryo), which later became the Dublic Works University (Kobu daigaku). Here the skills were taught which were needed for independence in the technological field. Related to this also was the well-known school system of compulsory education started in 1872 whose significance I would like to refer to later, I should also like to touch on the subject of government managed factories which influenced the development of private industries, in particular the content and consequences in the training in weapons technology in the army and navy (for example, at the Bureau of the Mint and the Ordnance Factory in Osaka). 4. Industrial development and the change in scientific and technological education (1886 to World War I). In the 1890's Japan's industrialization made great atrides with the first industrial revolution centering on the spinning industry. After 1900 a second industrial revolution was experienced with heavy industry as central. If you consider that the percentage of those attending school reached 50% in the 1890's and 98% after 1902, half the laborers in various industries from the end of Meiji into the early Taisho periods had not attended school. Thus it is necessary to examine the contribution of compulsory education to industrialization. During this period, in step with the many-sided development of industrialization, educational institutions for science and technology were expanded in keeping with the requirements for greater technological talent (such as engineers and skilled laborers). This can be seen in the following legislation
- 1974-12-25