成城小学校における初等カリキュラム改革の理論

The aim of this paper is to consider the curriculum reform in Seijo Ordinary Elementary School. Though previous research has shed much light on the curriculum reform, the present research attempts to study the formation of Sawayanagi Masataro's thoughts on curriculum as a key to understanding Herbart's pedagogical thoughts and the Child Study Movement in America. Following this framework, I will first present Sawayanagi's thoughts on curriculum before he was the Director of the General Education Department in 1898. He studied Herbart's pedagogical thoughts and translated Hermann Kern's Grundriss der Pädagogik into Japanese from 1892 to 1893. Hermann Kern espoused Herbart's pedagogical thoughts. Sawayanagi knew Kern's, Ziller's, and Rein's thoughts on curriculum belonged to Herbart's pedagogical school of thought. When he was the schoolmaster at Otani Middle School in 1893, he reformed the curriculum system of that school. This reform, in an attempt to integrate Herbart's pedagogical thoughts, integrated natural history, physics,and chemistry into the general science curriculum. Also, regulations for carrying out the Imperial Ordinance relating to elementary schools demanded that reading, composition and penmanship be integrated into Japanese. At the time, the curriculum of ordinary elementary schools in Japan were the four subjects of moral training, Japanese, arithmetic and gymnastics. Sawayanagi was interested in the curriculum integration theory, especially the sequence in one subject. Second, I will clarify the study of curriculum in Seijo Ordinary Elementary School. Sawayanagi was the schoolmaster in 1917. He and teachers in Seijo reformed the elementary school curriculum in Japan. The curriculum in Seijo was modeled after Wilhelm Rein's thoughts on curriculum. In Seijo, Japanese, history and moral training were integrated into Japanese and geography, chemistry and arithmetic were integrated into nature study. The most important points of Rein's curriculum ideas are Historisen-humanistische Fächer and Naturwissen-schaftliche Fächer. Second Rein's point is the differentiation of history and geography. In Seijo, history and geography are different. The character of Seijo curriculum is Historisen-humanistische Fächer. In Rein's curriculum, Historisen-humanistische Fächer separates into Gesinn-Unterricht, Kunst-Unterricht and Sprach-Unterricht. In Seijo, Sprach-Unterricht separates into Gesinn-Unterricht. The teachers studied the curriculum using the genetic psychology that Hall, G. Stanly developed in America and examined Japanese children's life, ability, faculty, and capacity in the classroom. Based on the research, I will first conclude that Sawayanagi's thoughts on curriculum was modeled after Herbart's pedagogical thoughts, especially Rein's thoughts on curriculum. Secondly I will conclude that the curriculum reform in Seijo was influenced by Sawayanagi's thoughts and made from a combination of Rein's thoughts and genetic psychology. Seijo's curriculum was a case study on curriculum from Herbart's criticism to the Child Study Movement in America.