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タイトル 「敎育の心理學」に関する研究と二つの世界大戦(Ⅰ) : 戦時における臺灣・中國・フランスと日本の関わりを例に<教育科学>
別タイトル
The influence of the two world war, the World War I and the World War II, on the research on Japanese educational psychology (I). : Focusing on the relationship of Japan with other three countries, Taiwan, “Manshukoku” (China) and France
著者
坂西, 友秀 (BANZAI, Tomohide)
埼玉大学教育学部教育心理カウンセリング講座 (Faculty of Education, Saitama University)
[出版社版]
出版者 埼玉大学教育学部
日付
出版年: 2015 - 2015
作成日: 2015-03-19
更新日
上位タイトル
埼玉大学紀要. 教育学部 (Journal of Saitama University. Faculty of Education). Vol.64, No.1  (2015. ) ,p.7- 22
識別番号
ISSN
18815146
抄録 The purpose of this study is to clarify the background of the times when psychological studies about school education increased during the World War I and World War II. I analyzed the social context of that times, referring to “Taiwan” which was a colony of Japan and the “Manchurian” of “MANSHUKOKU” in northeast China which was established by Japan. Total discussion was made referring to France which was the one of the allied powers which fought against Germany, Japan, and Italy in the world war second. In the discussion I presented the three problems that the war brought us from viewpoints of the educational psychology. The first one is that “the war does not save people, and the forces repeat massacre and barbarity”. The second point is that the resistance movement, and the resistance for the occupying power save country. The third is, “the ruler forces the education of the ruler’s country on the colony people”. About the first problem, I pointed out the essential characteristics of violence that all of the war has, referring to the massacre occurred in Taiwan and the brutal conducts to the “Manchurian” in northeastern China by Japanese army. I also referred to the erasure of the Oradour villagers conducted by the Nazi SS in France. About the second point, I proved “anti-national traits” of the war. As an example, I showed the evidence that a lot of citizen and many of the democratic leaders were killed by Japanese army and by “Kuomintang of China” government immediately at the end of the world war, using the three kinds of materials displayed in the “228 Memorial” in Taiwan, the “Memorial Park of the Revolution Patriots” in State of China, Yanbian Korea group self-government Yanji City, and the French “Resistance Memorial”. On the third point, I made it clear that the government utilize educational system of their country to make influence on colonial inhabitants in the war time. As an example, I explained that Japanese government implanted Japanese educational system into Taiwan and China which were the colonies of Japan, and forced the colonial people to use only Japanese language. In every time and everywhere, great many of civilian lives were sacrificed during the war. The war does you and your enemy no good and much harm for both countries. This is the conclusion of the main subject.
キーワード
敎育の心理學
世界大戦
植民地敎育
ホロコースト
抗日運動
educational psychology
world war
education in colony
Shoah
resistance against Japan
言語
jpn
資源タイプ text
ジャンル Departmental Bulletin Paper
著者版フラグ publisher
Index
/ Public / 埼玉大学 / 教育学部
/ Public / 主題別 / 社会科学 / 教育学 / 教育社会学
/ Public / ジャンル別 / 研究紀要 / 埼玉大学 / 教育学部紀要
/ Public / 主題別 / 社会科学 / 心理学 / 教育心理学
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