明治後期の教育学説における養護概念

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  • メイジ コウキ ノ キョウイク ガクセツ ニ オケル ヨウゴ ガイネン
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Aim : In Japanese school education, the teacher responsible for health management is called a yogo teacher (school nurse). The word yogo (nursing)was originally proposed as a translation of pflege in Rinshi Kyōikugaku (“倫氏教育学”, 1893), which is Yuhara Motoichi’s supplemental translation of the original work by Gustav Adolf Lindner (1828―1887). He was one of the followers of the educational philosophy developed by Herbart. This study aims to clarify the relationship between the concept of yogo in educational theories and that in school hygiene policies by elucidating the meaning of this term in the social pedagogy of the late Meiji period, which criticized Herbartian pedagogy and attempted to create harmony between individuals and society. Method : The study examined the following four books. YOSHIDA, Kumaji. Social Pedagogy Lecture (社会的教育学講義), 1904. KUMAGAYA, Goro (Ed.). Pedagogy (教育学), 1901. MORIOKA, Tsunezo. Detailed Exposition of Pedagogy, (教育学精義), 1906. SAWAYANAGI, Masataro. Practical Pedagogy (実際的教育学), 1909. Discussion and Conclusion : 1. The following three points regarding the concept of yogo are common in the four books. 1) Yogo is intended for physical development and is regarded as one of the three educational methods : teaching, training, and yogo. 2) The books are critical of Herbartianism’s overemphasis on intellectual development and instead attach importance to physical education. 3) Yogo is regarded as fundamentally the onus of families. 2. The third point is particularly in stark contrast to the yogo advocated by those responsible for school hygiene in the Taisho period ; this yogo indicated nursing care that was intended primarily for frail and sick children facing challenges in their school life.

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