明治10年代における法的承認と教育令改正

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  • The 1880s Meiji Government’s Legal Approval and Revision of the Education Order of 1879
  • メイジ 10ネンダイ ニ オケル ホウテキ ショウニン ト キョウイクレイ カイセイ

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<p>The purpose of this study is to clarify the characteristics of the Meiji government’s legal approval by analyzing a group of documents related to the government’s lawmaking in 1880s, and to elucidate the process of the government's approval of the revisions of the Education Order of 1879. The results of this study show the following:</p><p>1) In the 1880s, the Meiji government attempted to foster “self-government” and achieve “progress” by combining the expansion of “freedom” and the acceptance of “interference”. Government officials regarded the spirit of “freedom” in the Education Order of 1879 as a matter of course, and rather focused on the nature of “interference” because they thought there had to be a sufficient reason for recognizing “interference.”</p><p>2) Although there were extremely challenging legal hurdles to revising the Education Order of 1879, the Ministry of Education steadily made preparations for overcoming them. However, government resources did not accompany “interference” authority in the revised Education Order, requiring substantial local resources. While the emphasis was the people’s “progress,” in contrast the impoverishment of the people due to “interference” measures became the real issue. Therefore, the government came to criticize the revision of the Education Order. This led to the affirmation of “progress” through “freedom” over “progress” through “interference,” and relaxed measures of “interference” obtained legal approval in 1885.</p><p>3) At the heart of the government’s approval of education affairs was the search for the propagation of low-cost education and sources of revenue within the limits of “interference.” The government's legal environment made it possible to approve the Education Order, its revision and re-revision, and fostered an “economic” principle that emphasizes simplification of educational affairs and cost effectiveness in the Ministry of Education.</p>

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