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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The study is about the logic of revision of Japanese moral education. The focus is on moral education in education policies led by the Abe administration. The Abe administration`s moral education policy is a political product to rebuild the strong Japan. They are educational revival, enhancement of moral education, and cultivation of nation`s perspective.
I think the problem is that the Abe administration`s reinforcement of moral education is to strengthen or follow the revision process in the past. Re-examining the ways of national integration before the world warⅡ is like trying to bring back the past. In other words, the Imperial Rescript on Education(This is called the IRE) worked as a means of controlling the people.
As such, the Abe administration is trying to reproduce the ways of past integration in the name of educational regeneration. Specifically, conservative right groups are trying to reset the education system based on the IRE to the traditional Japanese value system. In other words, it reflects the intention of reestablishing the IRE as Japan"s original standards of value. I believe that the intention of reusing the IRE from the following perceptions. It is that the function and role of the IRE worked well before the war, so the Japanese customs and traditions have been well preserved.
Thus, strengthening moral education based on the IRE hinders the development of autonomous morality. Since the abolition of the IRE in 1947, moral education has been reorganized several times. However, social crimes by teenagers have not decreased, and the results have provided a justification for enhancing moral education.
Specifically, revisions to methods and content have been repeated. The production and distribution of government-published textbooks, special setting of subject, extension of class time, etc.
The ultimate goal of the Abe government`s strengthening of moral education can be attributed to the strong rebuilding of Japan. It is similar to the national integration based on the past General citizen mobilization system. This means the resurrection of the past national system represented by the IRE, and the IRE is the tool that has borrowed a recollective memory, history and story to achieve its purpose.
In conclusion, the logic of strengthening the moral education of the Abe government is another one of the moral education policy of the past, and it can be concluded that it is an anachronistic idea that hinders the establishment of the identity of the moral education of Japan. It proves that there was no public consensus for moral education, that the logic of strengthening morality is the same as the past, that the background of the crime is juvenile crime, and that the nationalism based on the IRE is activated.
I think the problem is that the Abe administration`s reinforcement of moral education is to strengthen or follow the revision process in the past. Re-examining the ways of national integration before the world warⅡ is like trying to bring back the past. In other words, the Imperial Rescript on Education(This is called the IRE) worked as a means of controlling the people.
As such, the Abe administration is trying to reproduce the ways of past integration in the name of educational regeneration. Specifically, conservative right groups are trying to reset the education system based on the IRE to the traditional Japanese value system. In other words, it reflects the intention of reestablishing the IRE as Japan"s original standards of value. I believe that the intention of reusing the IRE from the following perceptions. It is that the function and role of the IRE worked well before the war, so the Japanese customs and traditions have been well preserved.
Thus, strengthening moral education based on the IRE hinders the development of autonomous morality. Since the abolition of the IRE in 1947, moral education has been reorganized several times. However, social crimes by teenagers have not decreased, and the results have provided a justification for enhancing moral education.
Specifically, revisions to methods and content have been repeated. The production and distribution of government-published textbooks, special setting of subject, extension of class time, etc.
The ultimate goal of the Abe government`s strengthening of moral education can be attributed to the strong rebuilding of Japan. It is similar to the national integration based on the past General citizen mobilization system. This means the resurrection of the past national system represented by the IRE, and the IRE is the tool that has borrowed a recollective memory, history and story to achieve its purpose.
In conclusion, the logic of strengthening the moral education of the Abe government is another one of the moral education policy of the past, and it can be concluded that it is an anachronistic idea that hinders the establishment of the identity of the moral education of Japan. It proves that there was no public consensus for moral education, that the logic of strengthening morality is the same as the past, that the background of the crime is juvenile crime, and that the nationalism based on the IRE is activated.
목차
Abstract
1. 머리말
2. 도덕교육에서 교육칙어의 위상
3. 도덕교육 강화논리의 흐름
4. 아베정권의 도덕교육 강화과정
5. 아베정권의 도덕교육의 모순
6. 마무리
참고문헌
REFERANCES
참고문헌 (24)
참고문헌 신청
[학위논문] - 정태준 / 2005 / 일제 강점기 조선의 천황제 사상 교육 연구 / 박사 / 경상대학교 대학원
[학술지(정기간행물)] - 한탁철 / 2011 / 1980년대 일본의 학생문제행동과 그 대응 ―학습지도요령 개정 중심으로― / 일본근대학연구 (34) : 237 ~ 254
[단행본] - 宇田川宏孝 / 1981 / 道徳教育の実践―自主的な子どもをどう育てるか / 総合労働研究所
[단행본] - 小沢牧子 / 2003 / 「心のノート」を読み解く / かもがわ出版 : 4 ~
[단행본] - 貝塚茂樹 / 1993 / 戦後教育改革通史 / 明星大学戦後教育史研究センター : 214 ~
[학술지(정기간행물)] - 한탁철 / 2011 / 1980년대 일본의 학생문제행동과 그 대응 ―학습지도요령 개정 중심으로― / 일본근대학연구 (34) : 237 ~ 254
[단행본] - 宇田川宏孝 / 1981 / 道徳教育の実践―自主的な子どもをどう育てるか / 総合労働研究所
[단행본] - 小沢牧子 / 2003 / 「心のノート」を読み解く / かもがわ出版 : 4 ~
[단행본] - 貝塚茂樹 / 1993 / 戦後教育改革通史 / 明星大学戦後教育史研究センター : 214 ~
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UCI(KEPA) : I410-ECN-0101-2019-830-000037099