Continuity of the “Modernization of Education” in Postwar Educational History to Integrated Learning and Alternative Education:

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  • 戦後教育史における「教育の現代化」から総合学習・オルタナティブ教育への連続性
  • Based on Course Lessons Adopted in Practice by Okuchi Kiko and Toriyama Toshiko
  • ――奥地圭子と鳥山敏子の授業実践を起点として――

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<p>This article aims to reveal how the subject structure completed at the time of the “modernization of education” is passed down to upcoming generations, with a special focus on Okuchi Kiko and Toriyama Toshiko, two elementary school teachers. The “modernization” of the educational content in western countries was triggered by the Sputnik crisis in 1957. In Japan, it was mainly supported by the two separate trends of “officers” and “commoners.” First, to nurture human resources and develop scientific technologies, “officers” initiated a series of policies to specialize education in the late 1960s. Yet, another one, in fact, came even earlier-the attempts of “modernization” by private educational research institutes regarded as “commoners”. This trend switched conventional experience-based education to a more systematic one, and stemmed from the voluntary editions of educational programs of the Japan Teachers Association to fight against the stipulation of learning instruction principles. This “commoner modernization” was based on the frontline in schools, created teaching subject structure, and played an important role in the history of postwar education. However, there are no previous studies touching on the course of succession after the time of modernization. This study therefore aims to reveal the course taken later, with practical samples of how two teachers, Okuchi and Toriyama, conducted their social studies lessons about “life” based on the achievements of modernization.</p>

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