Research On The Development Of Japanese Social Education Theory After The War (1945-1980)

With the deepening lifelong learning conception and the comprehensive construction for the learning-featured society,social education activity,taking the community activities as the carriers,develops actively.However,social education theory can’t play a role in directing and guiding the social education practice due to its lagging.Therefore,the paper takes the Japanese social education theory that develops maturely as the research object,meanwhile,sets Post-War Ⅱ the time node.Through clarify ing the development course and main problems of the Japanese social education theory after the World War Ⅱ,the paper provide reference for the development of our social education theory,as well as theoretical instruction for further development of social education activity.The paper tries to present the essence of the social education through clarifying different kinds of relations,and takes this exploration as a consistent research line.It focuses on basic relations which are paid great attention to in the developing process of postwar Japan’s social education theory such as the relationship between social education and school education,social education and democratism,social education and self-education,social education and lifelong education.By comparing the distinctiveness development of social education theories before and during World War II,as well as before or after the introduction of lifelong education,the paper discloses the nature and the regularity of social education.Firstly,according to the typical events in the development of social education theory and practice,the paper divides the development course of Japanese social education theory after the World War Ⅱ into 6 stages from the vertical time development dimension.The 6 stages include enlightening stage(1945-1948),reconstruction stage(1949-1954),developing stage(1955-1959),deepening stage(1960-1964),booming stage(1965-1970)and stepping-over stage(1971-1980).At the same time,from the horizontal problem research dimension,it primarily establishes the basic framework of the research,puts forward the main concerns in the development of Japanese social education theory after the World War Ⅱ including basic relations between social education and school education,social education and democratism,social education and self-education,and social education and lifelong education.Then,taking school education as the object of reference and through the research for the relation between social education and school education,Chapter II masters the essential features and development level of social education theory.It also sets the academic research category of social education at pedagogy field.It further renders the diversity relation between social education and school education from different pedagogy system;on the above analysis,from the trichotomy of social education and development form theory,it discloses the ideal state of social education and school education in the development of social education theory.Chapter Ⅲ focuses on the inner connection between social education and democratism to discuss democratization characteristics of social education.Under Japanese governance of nationalism and militarism before World War Ⅱ,Japanese social education is generally taken as the way of state ruling,but it has a democratic meaning inherently;while researchers concentrate on the discussions on the essence,characteristics and subject formation of democratic and social education,revealing the essential characteristic of social edcation as the national education right.On the above analysis,it further discusses the specific characteristic of democratic and social education,and explores how to realize democratic and social education from the public social education.Through grasping the relation between social education and self-education,Chapter Ⅳ discusses the social education focusing on self-education.Specifically,it analyses self-education as the source of social education theory and the conception,development and theory of the self-education movement;and deeply explores the opposition and uniform relation between social education and self-education.As a result,this chapter explains all kinds of social education theories and their essential characteristics from many perspectives.Therefore,social education,as national social education rights,is realized during the self-education movement.Chapter Vfocuses on the relationship between social education and lifelong education(studying).With the help of Japan-typed lifelong education theory which is formed as the lifelong education thought was introduced into Japan and developed,it respectively shows the dynamic change of the relation between social education and lifelong education from the aspects of laws,theory and practice.Therefore,it realizes the comprehensive understanding for the essential meaning of social education and the Ought and Is state of theoretical development from the perspective of lifelong education.The paper studies the four basic relations in the development course of social education theory from Chapter Ⅱ to Chapter Ⅳ respectively,and systematically explore the essential theory problems in the development course of Japanese social education theory.Therefore,Chapter Ⅵ induces five characteristics of Japanese social education theory:the foreign influence of social education theory development,the importance of essential research,the transformation of theoretical paradigm,the game of basic contradiction,the developing progress for modernization,which will be useful for the construction and perfection for China’s social education theory.