Research of the moral education of japanese secondary and primary school in the postwar years

• Main Author: 鄭夙婷
• Other Authors: 陳伯陶
• Format: Others
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/57978317157859266844

碩士 === 中國文化大學 === 日本研究所 === 92 === Mentioning the history of the moral education in Japanese primary and secondary school education, there has been over one hundred and thirty years since the “Moral Class” initiated in Meiji Period . Throughout such a long time, moral education remains its significant role in school education, which is evident from either setting up “Moral Class” as a specialized subject for implementing moral education or currently being one of the three main education domains, “Moral Domain”. Such education content has its certain influence on Japanese people. In another word, Japan always impresses people with its strong economy, tidy and clean environment, and good traffic order. Japanese people perform well organized and effective work and good manners to guests. I believe such behaviors do have something to do with the moral education. However, on the other hand, the new generation in the last ten years changed the traditional impression and brought about couples of social problems, the increasing rate of juvenile criminal, for example. This study is to gain an understanding of the goals that Japanese government expects to achieve in Japanese primary and secondary moral education by means of scrutinizing the process of revising “The course of study for secondary and primary education: moral education” as well as exploring the problems of current implementation of moral education in schools. This thesis consists of six chapters. Chapter One is an introduction to the study rationale, objectives, methodology and the thesis structure. Chapter Two discusses the situation of moral education against the background of related laws and decrees and policies before the World War II. Chapter Three describes the transformation of Japanese education system after World War II and discusses the role of moral education in school education and how “Moral Time” was established in the secondary and primary school education system. In Chapter Four, all the previous revisions of the course of study are arranged and compared with each other to probe into the changes over the years. Chapter Five talks about the problems in schools related to the moral education, including the implementation of moral time and relationship between moral education and other education domains. Chapter Six draws the conclusion of this study, explains the objectives of moral education by the Japanese government and provides my person opinions on the reason why the result could not meet the goal.