奈良女子高等師範学校附属国民学校における体錬科実践 : 躾訓練をめぐる問題

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  • The Implementation of a Physical Fitness Course in Nara Women's Higher Normal School Attached to the National Elementary School : The Problem of Discipline Training
  • ナラ ジョシ コウトウ シハン ガッコウ フゾク コクミン ガッコウ ニ オケル タイレンカ ジッセン シツケクンレン オ メグル モンダイ

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説明

The purpose of this paper is to consider the problem of discipline training through an analysis of the implementation of a physical fitness course after April 1941 in Nara Women's Higher Normal School Attached to the National Elementary School, a school famous for its liberal education school in the 1920s. This paper examines the use of playful competition, particularly the "hurdle relay" by Matsumoto, a licensed physical fitness teacher. Of particular interest in this paper is the antagonistic relationship between children's spontaneous interest and the application of discipline training. In wartime Japan, discipline training embodied the national imperial education while stifling children's spontaneous interest. This paper, in short, provides evidence that children's spontaneous interest survived despite National Elementary School practices, making it necessary to modify previous research that concluded that children's spontaneous interest ended in 1938 or 1940. The results of the analysis are summarized as follows: At faculty meetings in the beginning, teachers recognized that in many ways, children's interest at that time was not spontaneous, but arose from national urges to be aware of imperial subjects' role in Japan's total war system. In spite of this realization, nothing was changed in practical instruction. The most pressing problem for the physical fitness course was how to use the playful competition as a method of discipline training. For the school, the solution was to have the teacher show children how to engage in playful competition silently. The other point of view, namely that to refuse to practice silently, was to support children's spontaneous and creative activity, but this failed to meet the need to train imperial subjects in their place within Japan's total war's system. It follows from this that the practice of silence was confronted by children's spontaneous interest. The teachers' opinions on this issue, however, were divided, although the majority of teachers supported of children's spontaneous and creative activity. In addition, reports from people outside the school criticized the faculty for failing to produce the desired results in discipline training. Consequently, most teachers continued to cultivate children's spontaneous and varied creative activity as late as November 1941.

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