Educational trial

Japanese: 教育裁判 - きょういくさいばん

…However, there was not enough effort to systematize these laws as a new “education law” and clarify and establish their inherent legal logic, and it was not until the 1960s that conscious efforts were made. In the late 1950s, the policy trend to reorganize the “Constitution and Fundamental Laws of Education” intensified, and as the movement against this by teachers, parents, and residents gained momentum and a series of education lawsuits began in various places regarding performance evaluations and academic achievement tests, there was a strong demand to reexamine the legal logic and significance of the “Constitution and Fundamental Laws of Education” and to systematically and precisely interpret the current educational laws based on educational logic that differs from administrative interpretation. These conscious efforts bore fruit in the founding of the “Japan Educational Law Association” in 1970, and have led to the rapid development of educational law since then. …

From the Textbook Trial

...``What I seek as the plaintiff in this lawsuit is simply for the court to make a fair ruling that shows that the current screening process is an illegal exercise of power that goes beyond the legitimate bounds of educational administration.''
[Legal Issues]
The textbook lawsuit follows the Work Evaluation Trial (Work Evaluation Struggle) and the School Test Trial, which were fought by teachers' unions over performance evaluations for teachers and nationwide simultaneous academic achievement tests. Fundamental Law of Education Moreover, since its inception, the case has attracted a great deal of public attention as a constitutional trial over Article 21 (prohibition of censorship), Article 23 (academic freedom), Article 26 (right to education), and even Article 31 (guarantee of due process) of the Japanese Constitution.

*Some explanations of terms that refer to "education trials" are listed below.

Source | Heibonsha World Encyclopedia 2nd Edition | Information

Japanese:

…しかし，これらの諸法規を新しい〈教育法〉として体系化し，固有の法論理をより明確にして定着させる努力は十分ではなく，その自覚的取組みは1960年代以降となった。50年代後半から〈憲法･教育基本法制〉を再編しようとする政策動向が強まり，これに反対する教職員や父母･住民の運動の高揚と勤務評定や学力テスト問題などに関する一連の教育裁判が各地で始まるなかで，〈憲法･教育基本法制〉のもつ法論理とその意義をとらえ直し，行政解釈とは異なる教育の論理に立った現行教育法制の体系的かつ緻密な解釈が強く要請されたからである。こうした自覚的取組みは，70年の〈日本教育法学会〉の創設へと結実し，その後の教育法学の急速な発展を生み出している。…

【教科書裁判】より

…〈裁判所の公正なる判断によって，現行検定が教育行政の正当な枠を超えた違法の権力行使であることの明らかにされること，この訴訟において原告としての私の求めるところは，ただこの一点に尽きます〉。
［法的な争点］
　教科書訴訟は，教師に対する勤務評定や全国いっせい学力テストに関する教職員組合の闘争について発生した勤評裁判(〈勤評闘争〉)や学テ裁判に続き，教育基本法条をめぐる本格的な教育裁判となった。そればかりか，日本国憲法21条(検閲の禁止)，23条(学問の自由)，26条(教育を受ける権利)，さらには31条(適正手続きの保障)等をめぐる憲法裁判として提訴以来国民から大きな注目を浴びた。…

※「教育裁判」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

<<: Education Reform Council

>>: Special Law for Educational Public Servants - Kyoiku Koumuin Tokureiho