中央教育審議会答申を中心にみた戦後日本教育改革の課題 : 占領下での教育改革から昭和46年中教審答申まで

Abstract

This paper aims to demonstrate a certain context in which the reforms of education were attempted in Japan after World War II. In 1945, the nation lost World War II and its education system was reconstructed by the American General Head Quarters. The imperial order of education lapsed and a new fundamental law of education was drafted. Consequently, a new education system was implemented by a new philosophy. This paper argues that the theory of educational reforms after the occupation was an attempt to oppose the "democratization" policy during the occupation. Since 1945, there have always been some people who say the "democratization" policy during the occupation somehow went wrong because it was instituted in a very American style, and this is the reason we have failed to retain our heritage and identity. This subject relates to the perceived problem of a lack of morals among the Japanese people, especially young people. The 1966's report written by the Central Council for Education is a typical experiment to revive the traditional morals of ideal Japanese. The report emphasized the importance of original traditions and morals of the Japanese, and tried to appeal to our nationality and patriotism. Such an attempt can also be seen in the 1971's report of the council. At that time, however, the aim was even more ambitions. They said this was the 3rd Educational Revolution in Japan which intended to repair the education system as reformed during the occupation. Consequently, it can be concluded that up to now there has been the problem of educational reforms always focusing on ways to overcome the perceived distortion of education after World War II.