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

Index [Includes About the Author]

289 Abosch, David, 232–236 Agassiz, Louis, 73, 83 Aichi Prefectural Normal School, 40, 48 Akimizu Shingen, 128–130 Ancient Studies (kogaku), 6–7 Anderson, Ronald, 99–101 Aoki Sukekiyo, 49, 53; Normal Schools’ Refined Teaching Methods for Elementary Education (Shihan-gakkò kaisei shògaku kyòju hòhò), 34–39, 55 Ariga Nagao, 198, 246 Art of Teaching, The (Kyòju-jutsu) (Kuroda and Kinoshita), 91–99, 226 Ashikaga Takauji, 228 Bain, Alexander, 70, 80, 83, 107, 123, 199; criticized, 187–188, 200 Boyden, Albert G., 56, 60. See also Bridgewater Normal School Bridgewater Normal School, 56, 60, 165, 232 Buddhism, criticized, 21, 166, 173, 175 bunbu (martial arts and learning), 161 bunmei kaika. See Japanese Enlightenment Calkins, N. A., 62–63, 69, 173; Primary Object Lessons, 18, 50–54, 64, 72, 103, 235. See also Kaneko Naomasa Century of Education Society (Kyòiku no Seikisha): Century of Education (Kyòiku no seiki), 243; founding, 242; goals, 243 Certification Standards for the Conduct of School Teachers (Gakkò kyòin hinkò kentei kisoku), 77–78 Charter Oath of Five Articles, 20, 41 Chiba Prefecture, 155, 173 Children’s Hamlet Primary School (Jidò no Mura Shògakkò), 242–243 China: education in, 73, 168; as source of developmental education, 145 Chinese classics, 2–7, 113, 173, 206, 215 Christianity, 166, 173, 175, 183; and American education, 42, 48, 51, 74; in Europe, 24–25, 43, 48–49, 67; in Japan, 188. See also moral education chûnyû. See “pouring in” method civics education. See kòmin kyòiku civilization and enlightenment movement . See Japanese Enlightenment Class Method of Teaching, The (Gakkyû kyòju-jutsu) (Shirai), 86– 89, 128 Comenius, John, 52; criticized, 199 Confucianism, 168; criticized in Meiji period, 20–22, 24, 48, 90, 160, 173, 175, 178; and moral education, 90– Index 290 Index 91, 100, 173, 175, 183; and samurai education, 4–5, 37, 209; as Tokugawa orthodoxy, 5–6, 20 correspondence courses, 171–172 Currie, James, 51, 70, 80, 145 Dai Nihon Kyòikukai. See Educational Society of Japan Dearborn, Ned Harland, The Oswego Movement in American Education, 231–232 developmental education, 16–17, 57; conception of the child, 10, 30–31, 34; criticized, 14, 71, 87–89, 107, 109–110, 114–117, 119–131, 137– 147, 199–201, 230–232; defined, 3, 145; and faculty psychology, 52, 231–232; historical accounts of, 13– 14, 144–145, 230–232, 244–246; interwar legacy, 240–246; introduction into Japan, 10, 18–19, 25, 49, 53–55; and Japanese Enlightenment, 10, 33, 35, 46, 55, 75–76, 79–81, 129, 131, 138, 146, 154, 165, 245; late Meiji legacy, 239–240; methods of, 30, 34, 62–69, 92–94, 130, 232– 236; and popular rights movement, 81, 138, 245; postwar legacy, 246– 247; and practical studies (jitsugaku ), 23; principles of, 62, 82–83, 91–93, 111–112, 211, 214, 218– 219; as a professional doctrine, 112, 114–117, 124–126, 129, 139, 146; and teacher’s responsibilities, 10, 34, 87–88, 146–153; and textbooks, 10, 191–197, 204–229; Tokugawa antecedents , 7–9; versus disciplinary training, 31. See also intellectual education; moral education; Nature; object teaching; physical education; question and answer method; science ; sensory perception disciplinary training, 75; and heishiki taisò, 185–191; praise for, 34, 76– 78, 88–89, 97, 113; at Tokyo Normal School’s laboratory school, 113; versus developmental education, 31. See also moral education domain schools. See hankò Dunkel, Harold B., 100–101 Education (Kyòiku-gaku) (Isawa), 60– 69, 72–73, 81, 91, 109, 208, 210, 216, 219 educational associations, 106, 154–155; criticized, 135–136 educational periodicals, 104–105 Educational Review (Kyòiku jiron), 234, 236–238; on aims of education, 160–168; editorial policy, 137, 140, 197–198, 200–202; founding, 82; on heishiki taisò, 185–191; on intellectual (science) education, 168–172; and Japanese Enlightenment, 158; and Journal of the Tokyo Meikei Society compared, 133–135, 137, 139–143, 146; on Ministry of Education , 149–153; on moral education , 172–185; on political rights of teachers, 153–160; on popular rights movement, 154–158, 160; shift to Herbartianism, 197–203; support for developmental education , 14, 137–142, 202–203, 211, 240; on teacher authority, 146–153; on textbooks, 148, 191–197, 213, 219 Educational Society of Japan (Dai Nihon Kyòikukai), 106; Journal of the, 144 Education Law (Kyòiku-rei), 58, 78, 148 Enlightenment ideology. See Japanese Enlightenment European Enlightenment, 24–26, 244. See also Japanese Enlightenment faculty psychology. See...