기초주의 관점에서 본 일본의 학교교육

Abstract

This study inquired into Japanese academic education based on a value system of 1 Core, 3 ideologies, and 6 concepts of Foundationism. The first part is Japanese education examined by 3 ideologies of Foundationism: time, freedome, and order. In the perspective of time ideology, forced internalization of virtue led by Abe’s administration turned rightist and national power’s control on forming a personal character are strengthening. In the perspective of freedom ideology, as academic ability of students falls, archive results by pursuing concrete academic ability and they are intensifying it. In the perspective of order ideology, as bullying, school refusal, and suicide increase, they are considering a measure but these social problems remain stubborn. The next part is Japanese education reformation and realization in the perspective of foundationism. A basic purpose of education is progressing to the way foundationism through the revision of educational basic law and a basic direction of educational is progressing to the way emphasizing whole-man generality with learning and thought through the education reformation file. The last part is Japan’s practical action by the revised course of study in the realization of educational purpose and direction. Likewise, Japan is making the value of foundationism in educational basic law and course of study real emphasizing power to be and forming concrete educational ability. In the perspective of ‘logic of forming human being by harmony of tradition and reformation’, the nature of foundationism, Japanese education is far from pursuing truth, the nature of foundationism, because it is based on nationalism by enhancing national control on forming personal character.