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Principle, Praxis, and the Politics of Educational Reform in Meiji Japan

Mark E. Lincicome

Publication Year: 1995

"Breathe[s] new life into the historiography of Meiji education." --Monumenta Nipponica

Published by: University of Hawai'i Press

Contents

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pp. v-

Acknowledgments

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pp. vii-viii

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Note on Japanese Names and Terms

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pp. ix-

Japanese personal names appear in the customary order, family name first, except for persons of Japanese ancestry whose names commonly appear in the reverse order (e.g., Tetsuo Najita). Romanization and hyphenation of Japanese terminology are based on Kenkyusha's New Japanese-English Dictionary, 4th edition, with minor...

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Introduction: Knowledge and Power in Modern Japan

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pp. 1-17

One morning in September 1872, fifty-four students converged on the Kanda district in central Tokyo in preparation for the opening day of classes. They gathered at the old Shōheikō—once the preeminent school for orthodox Neo-Confucian studies under the Toku-...

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1. Method in Search of a Theory

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pp. 18-55

Most Japanese historians attribute the introduction of developmental education into Japan to a haphazard process of cross-cultural Western (chiefly American) pedagogical texts used in the nation’s first normal schools were randomly selected and display little inter-textual consistency. ...

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2. Principles and Politics

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pp. 56-102

In August 1875, shortly before the publication of his book True Method of Teaching, Isawa and two other young men—Takamine Hideo and Kōzu Senzaburō—journeyed to the United States to learn about American teacher education and to study contemporary teaching and administrative methods. ...

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3. Bound by the Old School Tie

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pp. 103-131

Chapters 1 and 2 examined teaching manuals that were published for use either as textbooks in normal schools and other teacher training programs, or as practical guidebooks for primary school teachers already in schools. To varying degrees, they all shared two main objectives. ...

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4. Between Education and Politics

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pp. 132-203

The foregoing examination of the Journal of the Tokyo Meikei Society identified some of the possibilities and the obstacles that educational journalism presented to both proponents and critics of developmental education. ...

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5. Refining the Medium, Redefining the Message

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pp. 204-229

For proponents of developmental education—whether Japanese, European, or American—the task of reforming the methods of instruction was inseparable from another task: redesigning the tools of instruction. The Tokyo Normal School, which played a major role...

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Conclusion: The Legacy of Developmental Education

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pp. 230-247

In their assessments of the impact of developmental education in Meiji Japan, it is common for Japanese historians to ask, “What went wrong?” The question is understandable, since among Meiji educators—as with their American and British mentors—support for developmental education signaled a commitment to reform, and yet, ...

Notes

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pp. 249-279

Works Cited

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pp. 281-288

Index [Includes About the Author]

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pp. 289-298


E-ISBN-13: 9780824864019
Print-ISBN-13: 9780824816209

Publication Year: 1995

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Subject Headings

  • Education -- Japan -- History -- 19th century.
  • Education -- Political aspects -- Japan -- History -- 19th century.
  • Education and state -- Japan -- History -- 19th century.
  • Japan -- History -- Meiji period, 1868-1912.
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