教師の基礎的修業についての一考察 : 泉野方式を中心として

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We try, in this thesis, to exemplify the Izumino plan with an intent to improve our educational practice chiefly in elementary and high schools. This plan seems rather unknown in other countries, deserving, however, higher evaluation for the reason that its central theme is training of a young teacher and the teacher himself or herself should be one of the influential moments of educational improvement. The Izumino plan is so called as it was brought into use at Izumino, a small village at the foot of the Yatsugatake mountainous area, Shinshu. Its founder was Shogo Fujimori (1885-1945), the schoolmaster of the village school. He was born at Suwa and, after graduating the middle school there, became an unqualified elementary school teacher. There he was deeply influenced by two eminent teachers, Moriya and Kubota, and definitely determined to become a good teacher. He entranced the Nagano Normal School at 1908 and the next year became a regular teacher. After serving at several schools, he was appointed the school-master of the Izumino school. There he remained and served about fifteen years (1928-1943). This plan was originally called Fujimori's plan of three kinds study for a teacher, and he became famous with this plan. According to the plan, Izumino's teacher should train himself as follows. The first year is the preparation period. He should teach his pupils as if he is a student-teacher in his college days. Everyday, Fujimori used to visit his class, criticize his lesson and guide how to teach. From the second year to the seventh, he is to get up early morning and read some one of Chinese or Japanese classics. Then, at school, he serves as a teacher devotedly and, before leaving school, he should have completed preparation for the next day's lesson, so he goes home without bag. In the evening, at home, he should study any learning, e.g. philosophy, mathematics, history, and so on. In short, his time-table is divided into three kinds: studying of our cultural heritage, professional study and that of any scientific learning. When he finished seven years at Izumino, he was in general an excellent teacher, man of consciousness and learning. We may draw some generalizations from the study above. 1) How should an ideal teacher be? In the first place, a good teacher should be a good pupil at the same time, i.e. have his own lifelong teacher. This was a truth in our cultural tradition, now is, and will be in future. Then, he should have a strong passion toward truth throughout his life. And then, he should be man of high mission in education, lover of commonness, and man of courage and backbone. How can such a teacher be made? The sincere teaching practice is the most fundamental, and how he live in his young days as a novice will have a definite influence upon his life as a teacher. 2) How should a young teacher live? A teacher's professional life, after college graduation until retirement, counts forty years or so. It has three periods. The first is seven or eight years long, from graduation to about thirty years old, and the period of "novice". The second is from thirty to forty-five, full of activities and self-reliance. The last is that of wisdom. The first period, we think, is that of teacher's skelton-making. So a young teacher, should, above all, devote himself to teaching and get a pure sentiment of pleasure and satisfaction. Then he will realize what education is. In the meantime, he inevitably faces many difficult problems, so, in the second place, he should begin to study some of Chinese and Japanese classics, our most precious cultural heritage, and any field of learning. His object of studying learning is not to become a scholar but to be a true teacher, of course. He may choose any learning, e. g. philosophy, literature, history and so on, but should read books of originality and of top level. They may be difficult to read. They, moreover, may seem useless to his profession directly, but don't mind thereof. He is in skelton-making, and human skelton is always out of sight. Its significance can't be doubted.
横浜国立大学の論文
1966-12-26

著者

松本賢治
教育学教室

教師の基礎的修業についての一考察 : 泉野方式を中心として

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