Report of the United States Educational Mission

...The traditionally privileged concept of "secondary education" was rejected, and new concepts of "early secondary education (new junior high school)" and "late secondary education (new high school)" were established in accordance with the developmental stage of young people, with the former considered to be compulsory education and the latter considered to be quasi-compulsory education. The report of the First American Educational Mission (1946) had a direct influence on the new junior high school system, but the ideas behind it, such as the American 6-3 system of education, had already been attracting attention from educators such as Noguchi Entaro and Abe Shigetaka before the war. In that sense, the history and ideas of the prewar reform of higher elementary schools and youth schools are a valuable legacy, and show that the so-called 6-3 system was not simply the product of the occupying forces.

*Some of the terminology used in the "United States Educational Mission Report" is listed below.

Source | Heibonsha World Encyclopedia 2nd Edition | Information

…伝統的に特権的な〈中等教育〉概念は否定され，新たに青年の発達段階に即して〈前期中等教育(新制中学校)〉および〈後期中等教育(新制高校)〉概念が設定され，前者は義務教育，後者は準義務教育的なものとみなされるようになった。新しい中学校のあり方に対して直接的な影響を与えたのは第1次アメリカ教育使節団報告書(1946)であったが，その背後にみられるアメリカ6･3制教育論の思想は，すでに戦前から野口援太郎や阿部重孝らの教育者によって注目されていた。戦前の高等小学校や青年学校改革の歴史と思想は，その意味で貴重な遺産であり，いわゆる6･3制がたんに〈占領軍の落し子〉ではないことをしめすものである。…

※「アメリカ教育使節団報告書」について言及している用語解説の一部を掲載しています。

出典｜株式会社平凡社世界大百科事典 第２版について | 情報