Masashi Suda

<p>During the Second Sino-Japanese war (1937-1941), there was an expansion of discourse and practice of "School Meetings" (gakk<span style="text-decoration: overline;">o</span> j<span style="text-decoration: overline;">o</span>kai), a term that here encompasses "Pupil Meetings" and "Children's Neighborhood Groups." This paper explores the trend of "School Meetings" discourse and its significance as a new method of drilling and training.</p><p>Specifically, this paper analyzes the formation and development of this discourse and practice by focusing on the "Federation for Citizen Disciplinary Education" (Kokumin Kun'iku Renmei) and the "Japan Young Teachers Association" (Nihon Seinen Ky<span style="text-decoration: overline;">o</span>shidan).</p><p>In December, 1940, the "Federation for Citizen Disciplinary Education" held a workshop, inviting pioneering practitioners and theorists of "Morals Education" (hotoku ky<span style="text-decoration: overline;">o</span>iku), thereby directly absorbing their know-how and theory. Thereafter, within the Federation, the practises that encourage children's "virtues and merits" through "School Meetings," and emphasize approach to the children's inner side with "responsibility and compassion" were increased.</p><p>As for, the "Japan Young Teachers Association" developed the theories and practices of "School Meetings" through connections with policy strategists. Their methods emphasized having a "cooperative heart" and practicing "self-reflection" as well as the importance of "public service" and "drilling."</p><p>"School Meetings" generated from the two "breeding grounds" both evoked "spontaneity" and "initiative" through "self-reflection" while removing self-assertion. This was inextricably linked to stifling feelings of children who were not committed themselves to drilling. The movement may be said to have exposed the limits of pedagogy.</p>

『原町市史』、『相馬市史』に教育担当として携わる中で明らかになった相馬地方の教育の特徴を、新出史料や論点提示を含めながら論じたもの。

これまでの『福島県教育史』編纂事業でも未整理であった1927(昭和2)年1月のから1944(昭和19)年4月の『福島県教育』220号分の目次集について、【その一】として1927(昭和2)年1月から1933(昭和8)年1月までの71号分を作成したもの。

これまで不明な点が多かった福島県相馬郡の戦後新教育について、実践に携わった当時者へのインタビュー記録を盛り込みつつ、その実践経過を整理した。あわせて、この実践が有した教育学的意義を追究したものである。

福島県は東京都から集団学童疎開を多数受け入れていた。しかし,福島県内の郷土史研究の中で集団学童疎開が扱われたことはさほど多くはなく,関心も低い。一方,戦争体験者が高齢化する中で,当事者による回顧談や日記はますます希少価値を高くしている。本稿は県内の集団学童疎開受け入れの記録・資料保存の動きに一石を投じようと考え,『福島史学研究』に投稿したものである。