Destruction and reconstruction: a comparative analysis of the education reform in Japan and Germany under the US military occupation after World War Two.

Autor/in	Shibata, Masako
Titel	Destruction and reconstruction: a comparative analysis of the education reform in Japan and Germany under the US military occupation after World War Two.
Quelle	Aus: Can the Japanese change their education system? Wallingford: Symposium Books (2003) S. 43-71Verfügbarkeit
Reihe	Oxford studies in comparative education. 12,1
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildung; Vergleichsuntersuchung; Bildungsgeschichte; Beeinflussung; Fremdeinschätzung; Bildungsreform; Schulsystem; Ethische Erziehung; Militär; Weltkrieg II; Religion; Besatzungsmacht; Deutschland (1945-1949); Deutschland-Amerikanische Besatzungszone; Japan
Abstract	Over half a century after the end of World War Two, the Government in Japan is suggesting that the education system established under the US military occupation should now be seriously reviewed. Education reforms during the occupation (1945-52) were radical, not only in terms of the number of changes, but also in the range of reforms. Hardly any sector of Japanese society was left untouched. Reforms during the occupation ranged across religion, moral values and gender relationships. In contrast, in Germany, except the Soviet-controlled zone, no radical changes were introduced in the education system during the occupation (1945-49). In the US zone, no American reform proposals were fully accepted by German leaders. In the post- occupation period, Japan and Germany were contrasted in another way. The West Germans, who determinedly rejected American educational ideas, began to discuss the deficiencies of their education system and tried to solve them by themselves after the withdrawal of the Allied Military Governments. In Japan, a number of attempts at educational reform failed. The so-called "Japanese liberals", such as school teachers, academics and other "intellectuals", customarily expressed ferocious disagreement with governmental proposals for reviewing the basic framework of the education system established during the US military occupation. Their recent opposition to the Government's scheme for the revision of the Fundamental Law of Education in 1947 is a characteristic example. Antipathy of this kind has been common in debates about educational reform in post- occupation Japan.... In this chapter [the author] explores the specificities of education reforms in occupied Japan and, by comparison, those in the US zone in Germany, which would - potentially - explain the basis of the peculiarly radical changes introduced into Japanese education under the occupation, and the difficulty of post-occupation Japanese in discussing the contemporary relevance of these changes. For this purpose, first of all, what occurred in Japanese and German education during the occupation is clarified. Later, the conditions for reforms during the occupation is analysed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)