earticle

영어

UEHARA Senroku (1899‐1975) is a historian and a thinker typify postwar Japan, but as for his education theory, social circumstances of Japan and examination made concerned were not fully performed after the war until now. This paper analyzes and divides his theory at three time: the first term (1949‐52): time when an intellectual radicalized and he completed an awareness of the issues, the second term (1953‐56): time when educational research movement progressed and his educational theory deepened, and the third term (1957‐): time when Kinpyo and Ampo problem happen, and his national education theory is materialized. It had three features of UEHARA’s education theory. In the first feature, he was observing the teacher as an educational bearer. Therefore, he had a hope to movement of the teacher of the spot and a teacher, and he influenced so that a teacher might advance a true educational activity. His opinion was a consistent opinion which asks for consciousness as an educator and which was tinged with a certain kind of ethicality, and let the 50s pass. In the second feature, He drew educational contemporary or concrete role from the situation in Japan and the world. He called this “historical and social concern consciousness”, and a “practical subject”, and made the subject “racial independence”, “the peace in the world”, and “social modernization” for the purpose of “completing the Japanese of new character” by making a race into a framework. “Improvement in poor extermination or a life” was added to the subject late in the 50s. The third feature, He thought as important the Constitution of Japan and the Fundamental Law of Education. This idea was regarded as the first term and the second term, and was used as a basis at the time of criticizing the educational policy of new education or the government. This was new as that time. However, this idea became weaker at the third term.

일본어

戦後を代表する歴史学者であり思想家である上原専禄(1899~1975)の教育論は、これまで戦後日本の社会状況と関わらせた検討が十分に行われてこなかった。本論では第一期(1949~52年頃)：知識人が急進化し上原が問題意識を創り上げてゆく時期、第二期(1953~56年頃)：教育研究運動が進展し上原の教育論が深まってゆく時期、第三期(1957年~)：勤評・安保闘争が起こり上原の国民教育論が成立する時期、と時期区分を行って分析した。上原の教育論の三つの特徴を有している。第一に、教育の担い手としての教員に注目していること。そのため、上原は現場の教員と教員の運動に対して期待を寄せ、教員が真の教育活動を進めるよう働きかけた。その主張は教育者としての自覚を求める、ある種の倫理性を帯びたものであり、50年代を通した一貫した主張であった。第二に、日本と世界の情況から教育の今日的・具体的役割を導くこと。これを｢歴史的・社会的問題意識｣や｢実践的課題｣と上原は呼んだが、民族を枠組みとして｢新しい性格の日本人を創り上げること｣を目的とし、｢民族の独立｣、｢世界の平和｣、｢社会の近代化｣を課題とし、50年代後半に｢貧乏の根絶あるいは生活の向上｣が加わった。第三に、日本国憲法と教育基本法を重視することである。この考えは第一期、第二期と見られ、新教育や政府の文教政策を批判する際の根拠として使われた。これは当時としては珍しいことである。しかし、第三期にはこの視点は弱まった。