<b>Analysis of Yasumasa Miki’s views on “Mental Retardation” in the Postwar</b><b> Period</b>

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  • <b>戦後の「精神薄弱」に関する三木安正の思想 </b>
  • 戦後の「精神薄弱」に関する三木安正の思想 : 教育の場と方法に着目して
  • センゴ ノ 「 セイシン ハクジャク 」 ニ カンスル ミキアンセイ ノ シソウ : キョウイク ノ バ ト ホウホウ ニ チャクモク シテ
  • <b>—教育の場と方法に着目して</b><b>— </b>
  • <b>Focusing on the Placement and Method of Education </b>

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Abstract

<p>For clarifying the views of Yasumasa Miki on “mental retardation” in the Postwar Period, we discussed several key points. These include the development of education and welfare systems for children with mental retardation, and Miki’s statements on this. The analyses and discussions were divided into two periods as follows: the period when the field of education for children with mental retardation was developed (from 1945 to the late 1950s), and the period when the method of education for children with mental retardation was discussed (from the early 1960s to 1984). As a result, in the former period, Miki positioned the class itself as a small society for children to learn about group living. Moreover, he considered the special class as the quintessence of education for children with mental retardation. He thought that the special class was a place where children with mental retardation could enjoy the feeling of stability and would become a basis for their livelihood. Furthermore, Miki expected the existence of a special class in an ordinal school to play the role of moral education to improve the understanding and enlightenment of “normal children.” In the latter period, Miki pursued the enrichment and improvement of curriculum for children with mental retardation. Miki argued that the education could give children with mental retardation the expanded opportunities enabling them to “live with the goal of life.” Miki clarified the principle of life education with learning units of life experiences and curriculum, and his views were not on the dualism of life education and subject education but the integrated education understandable to them as the “education for children with mental retardation.” However, Miki had expected that further understanding of mental retardation and the development of a method and system where children with all kinds of individual differences could be educated at the same time in an ordinal class might result in “educational integration” in the future.</p>

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