比較教育学と東南アジア地域研究の旅 : 記憶の中の出会いと研究

This is a look back of my 23 years of research at Nagoya University, culminating in my retirement in 2018.　In the beginning of my academic career, as an undergraduate at the University of Tokyo, 　 having wanted to become an engineer, I entered the university’s science course (Rika-ichirui.) However, midway through my studies, I changed my mind and transferred to the Faculty of Education. I came to the conclusion that I wanted to think about human-kind and cultural issues from a comparative perspective. After a study trip to Southeast Asia led by Mr.Nishimura, a research associate of comparative education, I became interested in Malaysia and its multi-ethnicity. For my graduation thesis, I wrote "The Formation of a Plural Education System and it's Integration in Malaysia: from the Perspective of Nation Building." From this point I was attracted by the intellectualism of this area of academic study so decided to continue my study of comparative education at the graduate school level. In the master's program, I studied Indonesian language at a course provided by the Indonesian Embassy and traveled to Southeast Asia for a month and a half. In Mr. Matsumoto's lecture of the above course, the Indonesian shadow play "wayang klit” was analyzed. I was struck by the fact that the core of the program is India's epic "Mahabharata," which continued to be played in Islamized Java. The world-view of “wayang klit” which Mr. Matsumoto clarified in detail in his books, would hold great significance for my research path. The study of Rex Stevenson’s, "Cultivators and Administrators: British Educational Policy Towards the Malays," obtained while in Malaysia, is an energetic work on the colonial education policy in British Malaya that helped determine the direction of my master's thesis. Subsequently, I wrote my master's thesis, "British Colonial Rule and Education Policy in Malaya: Transfer of Western Modern Education", which focuses on the period of “social justice and efficiency” as time classification. Although my research stagnated for a time after entering the doctoral program, I became attracted to Islamic education, and shifted my emphasis from Islamic secondary school in Malaysia to “pesantren” (traditional boarding institution of Islamic learning) in Indonesia. With the research grant from the Toyota Foundation, I was able to conduct a long-term stay survey in Indonesia, and complete my doctoral dissertation, "Learning Tradition and School System: Research on the Introduction and Positioning of School System in Islamic Education in Indonesia." I categorized large pesantrens, revealed inter-relations among the various pesantrens, and observed the movement of students between pesantrens and their regional characters. I served as a research associate at the Faculty of Education, the University of Tokyo until, in August of 1992, I was dispatched to Indonesia as a JICA expert. As the Directorate General of Higher Education, Ministry of Education and Culture, I was involved in the formation of aid projects. I drafted a project proposal to strengthen science and mathematics teacher education, targeting three education universities: Bandung, Malang and Jogjakarta.　This project was realized with the great support of the expertise of my successor, Prof. Shimozawa. After finishing JICA's duties, I returned to Japan, and in April of 1995, transferred to Nagoya University. Here I engaged in education and research as an associate professor of comparative and international education, in a newly created chair. The Chair of Comparative and International Education was later divided into two areas within the larger unit: comparative education and the anthropology of education; the former was chaired by Professor Umakoshi, while I chaired the latter. Professor Umakoshi organized a joint research (kaken) related to international student problems, higher education reform etc, in which I also worked as a member. In addition to this, I acce