日本における東洋教育史研究の歴史(報告,(2)課題研究「日本における教育史研究の歴史」,II 教育史学会第2回大会記録)
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The study in Japan of the history of education in the Orient may be traced back to its beginning in the earliest years of the 20th century, and the history of study may be roughly divided by fifteen years into four periods. The first period extends from the beginning of the 20th century to the outbreak of the World War I in 1914; the second period from then to the beginning of the Manchurian Incident in 1931; the third period from then to the termination of the World War II in 1945; and the fourth period from then to the present. The study of the Oriental education history in the first period was set hand to with the purpose of understanding the history of education in Japan. The attempt was already made in the "History of Education both in and outside the Country", written by Sakae Nose back in 1893. This book dealt with the ancient education in Japan with reference to the education in China before the Tang Dynasty, treated the education in the middle ages of Japan with reference to the history of Buddhism in India and China, and described the education in modern ages of Japan with reference to the education of China under the Sung and Ming Dynasties. In thc%e days, however, there was no system established yet even of the Japanese education history, and the situation was even the worse with the Oriental education history. Kendo Yokoyama, an educational historian of that time, criticized an encyclopedia of education compiled by Ippo Kimura and published by Hakubunkan Publishing Company, saying that it would be improper to mention such names as Komachi Ono and Matabei Iwasa as Japanese educationists, and even more improper to include Sonbu, Bokuyo and Yoshu as Chinese educationists. He wrote another article in 1905, entitled "On the Oriental Education History", in which he pointed out some errors included in the textbooks on the history of education then used at normal schools. Among other things he asserted that the Shin Huang-ti's drastic anti-Confucianism measure of book burning did not perish all the books before the Chin dynasty, and that Han Toe-tsu was not a mere writer but the restorer of the old Confucianism. He also discussed several problems in the Japanese education history and produced a book entitled "The Modern History of Education in Japan", From these facts it may be safely concluded that what he called the Oriental history of education included the Japanese education history. This way of thinking is more evidently seen in the "History of Education in the Orient" written by Hanjiro Nakajima. The book is divided into two parts, first dealing with Japan and the second with China. The Oriental education history in those days almost entirely neglected the modern ages and treated the older times the more in detail. Especially the educational thought of Confucius and Mencius and the education system of the Chou Dynasty were the main concern of the study. Though Tomi Tanimoto, a Famous Japanese scholar on Herbart's educational thought, wrote about Confucius and Mencius, it seems that the noteworthy achievements were made largely by those scholars of Chinese classics. The second period, which covers a period from the outbreak of the World War I to that of the Manchurian Incident, was also characterized by a vigorous activity of those belonging to the group of Chinese classics study. They continued to be very active even after the World War I, publishing many studies on Confucianism in the magazine entitled "Shibun". The most noteworthy of these studies published during this period was the "Education of Chinese Aristocracy" written by Toranosuke Kato in 1921, whose aim was to look into the Imperial household system of China. While emphasis was placed on the education system in the three dynasties of Chou, Tang and Chin, a coherent description of the education and training of Chinese bureaucracy was given with reference to the underlying thought during these three dynasties. The reason why he chose the title of "Education of Chinese Aristocracy" instead of "History of Education in China" will probably be that the author who was a scholar of Chinese classics refrained from using the term of history. Apart from the studies conducted since the preceding period by those scholars belonging to the school of Chinese classics, there appeared in this second period the studies produced by the scholars who specialized in the Oriental history. In those days, however, there was scarecely any definite system established yet in the Oriental education history. In a publication entitled the "Oriental Education History for Reference", which was produced in 1929 by Tosaku Miura, the author said, ".... the present book, whose title is the Oriental Education History, does not deserve the title in its strict sense. The substance of the book is nothing but the picking out of the facts related to education from the history of China, together with observation on some aspects of Chinese thought from the educational standpoint. It is needless for the author to confess that the Oriental education history in its strict sense will not be constituted by such a substance". He continued to say, "the history of education in China and other Asian countries is virtually neglected in the study of history. There are only a few books published with the title of the Oriental education history, and even these few are nothing but a book of fragmental content. There have been published no books at all that are really worth the name of the Oriental education history". As an educational critic of that time, Tosaku Miura may be said to have revealed a proper picture of the study in those days of the Oriental education history. Upon the entrance into the third period which extended from the Manchurian Incident to the termination of the World War II, there appeared several translations of Chinese history of education including the "History of Education in China" written by Chin Ching-tsu. In 1938, the Tokyo Higher Normal School and Bunrika University published the "Materials for Education in Present Day China and Manchuria", which included a general history of modern ages entitled the "Short History of Education in Present China". In 1943, Chokei Kobayashi wrote the "History of Education in Modern Ages" as part of the "Modern Chinese Society". Among the publications on the history of education in modern China, special attention should be drawn to the "Educational and Cultural History of Modern China" written by Masunori Hiratsuka in 1942, which treated the development and change of education in general since the Opium War together with the educational activities of the Western powers in China. If the representative book of the first period is the "History of Education in the Orient" by Hanjiro Nakajima and that of the second period is the "Education of Chinese Aristocracy" by Toranosuke Kato, the representative study of the Oriental education history in the third period will be the one produced by Hiratsuka. The fact that many studies were published on the modern ages during this period may be accounted for by an Increasing interest in the reality of China, with which Japan was then in the state of war. Several official reports on education in China were also prepared and published by the Foreign Office, the Southern Manchuria Railway Company, the China Affairs Agency, and the East-Asian Institute. There were not a few studies as well by private organizations on such subject as the educational policy of the Kwomintang Party, the new life movement and the new education movement. On the other hand, however, there were also the studies on the pre-modern ages vigorously pushed forward by the scholars of the Oriental history. It may be also worth mentioning here that a growing interest was shown by the Japanese sociologists in the Chinese societies of that time. It is supposed that, as it was an age in which no one was allowed to make a scientific analysis and study of the country, they tried to seek the objects of their study in China. The fourth period covers the years from the termination of the World War II to the present. I should like to mention three points here as noteworthy trends of this period. The first point is the fact that the number of students who specialized in the Oriental education history increased considerably. Previously it was that the people specializing in Sinology or Oriental history dealt with educational problems with other purposes. After the War there are an increasing number of people who study the history of education with clear consciousness of its importance. This is a development worth paying attention. For an example, the "Bibliography on Pedagogy" compiled by the Japan Pedagogical Society may be consulted, in which 56 articles on this subject are found together with some ten writers. This number may not be large in comparison with that of the people who study the history of education in Japan or in the Occident, But taking into account the fact that there were no specialists at all in this field of study, this number is more than noteworthy. As a group of the students in this field there is the Society of Oriental Education History, which has been holding a monthly study meeting since 1950. One of the results of this regular meeting is a collection of papers entitled "the Study of History of Education in Modern China", published in 1958. As a member of the Society, I wrote the "Study of History of Education in the Tong Dynasty" in 1953 and the "History of Education in China" in 1955. The second point is the fact that, while the previous study was concerned with China and Korea, the post-war study has been extended to cover other countries of Asia. Of course, there was, for instance, a translation on the history of education in Islam in the pre-war days. After the War, however, there have appeared the people who study India, Philippines, Indonesia, etc.
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