The Research On The Moral Teaching Theory Of Postwar Japan

Nowadays, the moral education theories are a vital and energetic field in the study of moral education. It is projecting in the development of moral education theories in Japan that the teaching approach thesis and the teaching methodology are the axes of moral education theories which are the center of the post World Warâ…¡Japanese moral education theories. Although these theories lack the theoretical contents as the theories of moral education in the West, they have their unique characteristics as far as the specific teaching approach is concerned. And when pursuing the route of moral education, these theories present the Japanese distinguished features of Emotionalism, which are different from the mainstream moralities of intellectualism in the world.This thesis follows the time clue of political revolution of moral education of Japan. By studying the space section of a special historical period, this thesis explores systemically the track of historical development of the Japanese education theories from two dimensions both in length and breadth. Starting from the internal structure of the theory of moral education, it explains their reality, generalizes their historical characteristics at different periods after the Second World War, and reveals their substantive characteristics and how they were formed.This thesis is divided into three parts. The first part is Chapter 1, the introduction. In this part it proposes the problem, introduces some relative background of this paper, gives lights to some relative research findings and their limitations and deficiencies, and presents the research design and method and the value of the study.The second part is from Chapter 2 to Chapter 5. It explores systemically the track of historical development of the moral education theories in Japan.Chapter 2 explains the theory of moral instruction under the Shitsuke education system before the Second World War based on the continuity of the moral education and the theory itself. The post-war Japanese moral education theories originated from the pre-war period. Although no complete, systematic and representative moral education theories were formed during this period, an early stage of the post World Warâ…¡Japanese moral education theories can be observed from the contents and method of Shitsuke education under the pre-war fame doctrine,nationalism, family nationalism and extreme nationalism moral education philosophy following the establishment, consolidation, improvement, development. expansion and break-up of the Shitsuke education system, which started up from the meiij period and ended in the Second World War. Chapter 3 to Chapter 5 explores the post-war Japanese moral education theories fore-and-aft, and demonstrates respectively the conception, forming and development of them at the three stages of Japanese moral education development. Chapter 3 explains how the social-science-centered comprehensive moral education system was established in Japan in the early stage of the post-war period by taking the advice of US education embassy. During this period the post-war Japanese moral education theories were conceived. Chapter 4 explains the process of the forming of the special moral education system and the evolution process of the contents and method of Japanese moral education which underwent the stages of life instruction doctrine, life doctrine, value doctrine and new value doctrine. A lot of representative scholars, for example, True length Katsube,Katsuma Ohira, Takeo Hirano, Takashi rely Aoki and Hhusband Miyata, emerged during this period and the post-war Japanese moral education theories reached their first peak. Chapter 5 explains the process of the proposition of the new educational level view under which the moral education policy of spiritual education was introduced. During this period the post-war Japanese moral education theories reached their second peak and a lot of complete, systemic and representative moral education theories were formed which are featured by two characteristics: the first is that there are developed by introducing, applying, and adapting foreign moral education theories,for example,the theory of moral dilemma teaching proposed by Noriyuki Araki and the integrated-moral-education theory proposed by Keiichi Itou.The second is that they are based on the theories established from Japanese native moral education and teaching practice, for example,the theory of structuration-approach moral instruction proposed by Hajime Kanai and the theory of comprehensive unit moral learning proposed by Oshitani Yoshio.The last part is the conclusion. It expatiates that the post-war Japanese moral education theories both reflect the characteristics of modern moral education theory: objecting to the implanting and injection type education, and present their own unique feature: emotionalism, taking ideology and technical doctrine, which are caused by the emotionalism and taking ideology in the Japanese culture and the strict control of education.