Kitazawa Taneichi

Japanese: 北沢種一 - きたざわたねいち

...This type of local education placed emphasis on the method of finding teaching materials in the local area, that is, familiar places of daily life, and using them in classes. However, influenced by the establishment of the local area department (Heimatkunde) in Germany in the 1920s and 1930s, in Japan, there was also a movement by Kitazawa Taneichi and others to emphasize the importance of the local area based on the principles of labor, experience, and intuition, and by geographers Odauchi Michitoshi and Shigaki Hiroshi and others to promote learning based on a scientific understanding and investigation of the local area as a "composite of the three elements of land, labor, and ethnicity." Behind this was the awareness of the problem of alleviating the impoverishment of rural areas due to the effects of the Great Depression and other events. ...

From [Work Education]

...G. Kerschensteiner, a leading promoter of this educational movement, saw work education as an important activity for the development of people who could contribute to the community and the nation, and advocated not only manual labor but also collaboration with mental labor through free individual activity. In Japan, Kitazawa Taneichi (1880-1931), who returned from studying in Europe and the United States in 1922, fully implemented work education in the elementary school attached to Tokyo Women's Higher Normal School. Every afternoon was set aside for work, during which students participated in social activities and collaborative work, in an effort to develop the students' individuality. ...

*Some of the terminology that refers to "Kitazawa Taneichi" is listed below.

Source | Heibonsha World Encyclopedia 2nd Edition | Information

Japanese:

…このような郷土教育は，郷土すなわち身近な生活の場に教材を発見し，それを授業に利用するという教育方法に重点がおかれたものであった。ところが1920年代から30年代のドイツにおける郷土科Heimatkunde設置の影響をうけて，日本においても，北沢種一らの労作･体験･直観などの原理から郷土を重視する主張と，地理学者小田内通敏や志垣寛らによる〈土地と勤労と民族の三つの複合体〉としての郷土の科学的把握と調査に基づいた学習を主張する郷土教育連盟の運動があった。この背景には，世界恐慌などの影響による農村窮乏化の救済という問題意識がある。…

【労作教育】より

…この教育運動の有力な推進者であるG.ケルシェンシュタイナーは，労作教育を共同体や国家に貢献する人間形成のための重要な活動としてとらえ，手工的労作のみならず，自由な自己活動による精神的労作との協働を主張した。日本では1922年からの欧米留学から帰国した北沢種一(1880‐1931)が東京女子高等師範学校の付属小学校に労作教育を全面的にとりいれた。毎日午後を作業時間にあてて社会的活動や共同作業を行い，児童の個性伸長をはかった。…

※「北沢種一」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

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