근대 일본의 학제 형성과 역사 지식의 제도화

Abstract

In this thesis, I summed up the establishment of Japanese modern education system and the systemizing process of historical knowledge, and inquired into its feature and significance relating with Japanese nation-establishing process. In the main content, I summarized the transitional process of Japanese educational ideologies focusing on ‘the education system' and its revised ’education decree.' Also, by examining history textbooks, I looked into the reality and significance of historical education after the proclamation of ‘the revised decree of education', and how modern Japanese historical recognition was systemized. This study is to represent the educational ideology of the Meiji government and its transitional streams, in addition, to inquire into the role of history education as an ideological resource of the formation of Japanese King and the empirical expansion. Japanese modern education system and the history education was promoted as a part of the renovation on the Meiji government's education. Meiji new government collapsed ‘Bakuhan(幕藩) system', and established the structure of centralized rule. New government set up the practical and liberal education and the utilitarian education presented in the ideal of “all people must learn”, and ’educational chance equality.' But, at that time, Japan society was not modernized as to carry out the modern education system, and detailed educational rules were not completed. Most of all, the new education system despised Japanese traditional ideologies like the confucianism. In that respect, modern education system had various limits from the beginning. After that, Meiji government made ‘free education decree' to eliminate compulsory school attendance and governmental intervention and to give the education autonomy to the individuals. Because this decree was too much ideal, and the second decree, so-called ’revised educational decree' was made. In this decree, traditional confucianism, respecting the Japanese King ideology, and the empirical ideology in which new government would form the powerful citizen were included. Through these educational systems, Japanese government tried to teach sanctity and inviolability of the King to the ‘Great Empirical Citizen' from the childhood. History textbooks were revised to the direction of infusing sanctity of the King. Japanese history education was focused on ’patriotism cultivation' by proclaiming various decrees, and this phenomena was related with reinforcement of the King ideological education.