Local education - Kyodokyoiku

Japanese: 郷土教育 - きょうどきょういく

Based on the idea that there is a special relationship between individuals and their hometowns, the natural and social environment in which people live and conduct their social lives, educational significance is found in hometowns and hometown education is advocated.

Its educational significance can be broadly divided into two.

(1) Local education as a method We believe that the content and teaching materials for any subject should be taken from the nature and culture of the local area familiar to the learners, and should serve as an introduction to the subject. Here, we believe that the educational significance lies in the realism and intuition of the materials, which the learners can directly touch and see, and in the fact that they have an interest and concern in the materials on a daily basis.

(2) Hometown education as a goal Here too, the content of the subjects and teaching materials are taken from the home town, but it is thought that because the learners live and reside in their home town, they will naturally have an emotional connection with their home town, and the aim is to develop this feeling into love for their home town and patriotism through studying their home town.

[Norio Ikeno]

History

In Japan, local education was influenced by Pestalozzi's intuitive teaching and object teaching in the early Meiji period, and local education as a method began as an introductory education for geography and science education. In the 1880s, local history was positioned as an introduction to general history learning in history education, and local education as a method was adopted. In the Taisho period, influenced by child-centeredness, local education was developed with the aim of learning about local life itself, which is the place that creates experience, based on the idea that the development of the learner's life experience creates thinking and recognition. In the Showa period, this local education developed into local education that realistically faces the poverty of the hometown caused by the depression and aims to develop independent people who can overcome that lifestyle, and is linked to life writing in its methodology. However, it was linked to the government policy of the rural self-reliance movement, and was subsumed into nationalistic education that studied local history in order to serve the nation.

After the Second World War, hometowns were brought back into the spotlight under the name of "local community" in the new social studies curriculum, but the conflict between whether to view hometowns as an end in themselves or as a method continues to this day. If education aims to develop not only knowledge but also attitudes and aims for the whole person, then hometown education (education rooted in the community), which seeks educational power in the hometowns and regions that children are involved with on a daily basis, will need to continue to be developed in the future.

[Norio Ikeno]

"History of Modern Japanese Educational Practice" by Ebihara Haruyoshi (1975, Meiji Tosho Publishing) " "A Short History of the Local Education Movement" by Kuwahara Masao (1976, Taimatsusha) " "The Origins of Modern Geography Education" by Nakagawa Koichi (1978, Kokin Shoin)

[Reference items] | Social studies education | Life writing exercise | Geography education

Source: Shogakukan Encyclopedia Nipponica About Encyclopedia Nipponica Information | Legend

Japanese:

人々がそこに居住し社会生活を営む自然的・社会的環境である郷土と個々人とには、特殊な関係があるという考えから、郷土に教育的意義がみいだされ、郷土教育が提唱される。

　その教育的意義は大別して二つある。

(1)方法としての郷土教育　どの教科も学習者に身近な郷土の自然や文化から内容・教材が取り出され、当該教科の入門的役割を果たすべきであると考える。ここでは、学習者が教材を直接手に取り、見たりできる実物性や直観性、また日々その教材に興味・関心をもっていることに教育的意義があると考える。

(2)目的としての郷土教育　ここでも教科の内容や教材が郷土から取り出されるが、学習者が郷土に居住・生活していることで、学習者が郷土と心情的関係を自然にもつと考え、その心情を郷土の学習によって郷土愛や愛国心に育成しようとする。

［池野範男］

沿革

日本では郷土教育は明治初期にペスタロッチの直観教授や実物教授の影響を受け、方法としての郷土教育が、地理教育や理科教育の初歩教育として始まった。明治20年代には、歴史教育にも通史学習の導入として郷土史を位置づけ、方法としての郷土教育が取り入れられた。大正期に入ると、児童中心主義の影響を受け、学習者の生活経験の発展が思考や認識をつくりだすという考えから、経験を生み出す場である郷土生活そのものを学習する目的としての郷土教育が展開された。この郷土教育は昭和期に入ると、恐慌で貧窮した郷土を現実的に直視し、その生活を打開する主体的な人間育成を目ざし、その方法において生活綴方(つづりかた)と結び付ける郷土教育に発展したが、農村の自力更生運動という政府の政策と結び付き、国家に奉仕するために郷土を学習する国家主義的教育に包摂された。

　第二次世界大戦後、新教科社会科で「地域社会」の名のもとで郷土はふたたび脚光を浴びたが、郷土を目的としてとらえるか、方法としてとらえるかの対立はいまなお続いている。教育が知識だけでなく、態度育成をも課題にし、全人格を志向するならば、子供たちが日常かかわっている郷土や地域に教育力を求める郷土教育（地域に根ざす教育）は、今後とも展開される必要があろう。

［池野範男］

『海老原治善著『現代日本教育実践史』（1975・明治図書出版）』▽『桑原正雄著『郷土教育運動小史』（1976・たいまつ社）』▽『中川浩一著『近代地理教育の源流』（1978・古今書院）』

[参照項目] | 社会科教育 | 生活綴方運動 | 地理教育

出典　小学館　日本大百科全書(ニッポニカ)日本大百科全書(ニッポニカ)について　情報 | 凡例

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