Educational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide.
With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society.
A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.
‘This book is the most useful source of information about progressive education in Japan in the 20th Century available in English’ - Robert Aspinall, Professor, Center for Global Education, Doshisha University, Kyoto
Introduction: Progressivism, New Education, and cultural encounters
1. Origins and outline of progressive education in Japan
2. Integrated Learning: Takeji Kinoshita and Nara-jo Fusho
3. Heiji Oikawa: Group-based dynamic teaching and curriculum reconstruction
4. Free drawingand art education: Kanae Yamamoto and Bunka Gakuin
5. Nurturing truly free individuals through self-governing life: Motoko Hani’s Jiyu Gakuen
6. Kuniyoshi Obara’s Zenjin education at Tamagawa Gakuen
7. ‘Daily life writing’ in school: Creating alternative textbooks and culture
8. Satoru Umene: Curriculum reform and the world history of education
Akira Nakano and Yoko Yamasaki
9. Hama Omura’s Unit learning practice for Japanese classes
10. Kinokuni Children’s Village School: Theory and practice from Dewey to Neill and Aitkenhead
11. Japanese New Education and continuing cultural encounters
This series produces authored and edited collections addressing the meaning and expanding understanding of progressive education, past and present. It includes case studies and explorations of schools, individuals, and networks of influence, considering the meaning of progressivism in education from a variety of standpoints. The series focuses upon experience, aspiration, hope and struggle in this consistently contested area of educational ideology, with a purpose to foreground examples of practice, debate and policy in a global context, drawing from the past to inform the future.