Critical Studies About Kuniyoshi Obara’s Education Thought

Kuniyoshi Obara is the most eminent and influential educationist in modern Japan.His “Holistic education” thought has not only made a profound impact on the formation of Japan’s modern education system,but also has made remarkable achievements in the practice of education in parts of Asia.Kuniyoshi Obara was the leader of the New Education Movement and the founder of Japan’s modern education system.His kernel thought— “Holistic education”,born in the 1920 s,matured and improved in the 1960 s,has evolved into a widely recognized educational thought around the world.He argues that students should be educated both physically and mentally,so as to achieve the coordinated development of moral sense,academic performance,art appreciation,physical culture,business agility and life enjoyment.His propositions on education are embodied in such monographs as Philosophy as the Fundamental Problem of Education,Religion as the Fundamental Problem of Education,On Education As Nation Foundation,Saving Japan with Education,On the Education of Freedom,Theory of Zenjin Education,The Sightseeing Tour of World Education,Mother’s Education,On Education of Morality,On Reform of Self-cultivation Education,On Education Reform,Distinctive Characteristics of Tamagawa Gakuen,The Ideal School,The School Drama Theory,etc.which have been compiled into The Complete Works of Kuniyoshi Obara,with a total of 48 volumes.“Holistic education”,the core and essence of the education theory proposed by Kuniyoshi Obara,has offered strong support to his theoretical research,educational works and his lifelong educational practice.Due to his own experience,however,the theoretical thought of “holistic education” inevitably carries the characteristics of its social background.“Holistic education” demonstrates not only the product and crystallization of Kuniyoshi Obara’s own educational practice,but also his re-understanding and re-interpretation of various education ideas of other countries.“Holistic education” which enjoys a remarkable recognition globally,has laid a foundation for the establishment of Japan’s education system for more than half a century,and thereby exerting a profound influence on present-day Japan.Therefore,when it comes to the research on the history of Japan’s modern education,Kuniyoshi Obara and his “holistic education” thought are things we cannot afford to ignore.This dissertation consists of three parts: introduction,the body(four chapters)and conclusion.The first part mainly deals with the background and significance of the research,the review of previous research in China and Japan,the research ideas,objectives and methods as well as its findings.In the first two chapters,the author subdivides “truth,goodness,beauty,sanctity,health and wealth” into two aspects: the internal requirements by “heart” and the external requirements by “body”.The first chapter mainly elaborates on the internal requirements of “heart” in “holistic education” thought.The first section describes the formation and main content of Kuniyoshi Obara’s moral education theory.In addition,it summarizes the reform of post-war Japan’s moral education and its achievements,shedding light on the significant reference of moral education theories to current Chinese education.The second section mainly deals with the social background of the formation of the theory,the relationship between religious education and moral education,with a focus on criticizing the theoretical defects of Kuniyoshi Obara’s view on religious education.The third section expounds the basic concept,main content and specific practice of art education.The fourth section elaborates on the teaching methodology under the system of intellectual education,and explores the difference and connection between “intellectual education” proposed by Kuniyoshi Obara and China’s “quality education”,based on the disciplines construction of Japan’s primary education.The second chapter consists of two sections: the “healthy physical education and its evaluation” and “wealth awareness via economy,life and labor education”.The first section firstly elaborates on the purpose,main content and actual practice of physical education in Japan,and then illustrates the author’s comments.The second section explains the concept of “wealth” and its requirements,including life education,labor education,and business education,confirming the positive significance of educational concept of “wealth”.At the end of the chapter,the author focuses on the difference and connection between the two concepts above mentioned and China’s quality education.The third chapter discusses the requirements for teachers and mothers under the guidance of “holistic education” thought,namely,“teachers’ doctrines” and “mothers’ behaviors”.The first section examines the main content,implementation methods,value differentiation and significance of “teachers’ doctrines”.The second section expounds the primary responsibilities of mothers and the importance of female premarital education and antenatal training,concentrating on analyzing the biases and one-sidedness in Kuniyoshi Obara’s view on women.In the last section,the author mainly explores “teachers’ doctrines” and “maternal education” which are derived from the “Holistic education” thought.The fourth chapter firstly summarizes the merits and demerits of “holistic education”.Then it traces the formation process of “holistic education” thought and Kuniyoshi Obara’s view on war.Next,the author points out the complexity of Kuniyoshi Obara’s thought.It analyzes the change process of the educator’s thought about war.The last chapter summarizes the enlightenment of “holistic education” to quality education in China,which represents the purpose and original intention of this dissertation.This dissertation fully affirms the merits and value of “holistic education” and its great relevance to China’s educational theory and practice today.Based on that,the author also criticized the idealistic part of Kunishi Obara’s theory.This dissertation not only traces Kunishi Obara’s career as an educator and his “holistic education” thought,but also puts forward certain creative ideas and propositions,namely the internal association between “holistic education” thought and “quality education”,on the basis of the previous researches of “holistic education” thought in Chinese and Japanese academic circles.