An Analysis On The Japanese Social Education Studies In1868—1937

Along with the wide dissemination of lifelong education ideology, social education research increasingly inspires the research interests of researchers in China from the beginning of the21st century. Some researchers begin to study the social education during the republic of China, the purpose of which is to trace the origins for deeply researching on the current education. However, the author thinks most researchers ignored one problem, i.e. the study on Japanese modern social education. As far as the source of social education in China, its formation, establishment and development are greatly affected by Japanese social education. Some researchers have studied Japanese social education, but most of the research achievements have focused on the advanced ideas, systems and facilities of Japanese social education after World War â…¡(1868-1937), and few researchers have researched on the modern social education in Japan. In view of this, the modern social education in Japan will be discussed systematically in this paper, which will provide a strong theoretical support for the research on the social education in the period of Republic of China, and as well as provide a solid historical support for Chinese research on the Japanese social education.This paper focuses on the research of Japanese Social Education. Using the method of literature review and historical method, it reviewed the course of Japanese modern social education research, and then expounds the themes of Japanese social education research in this period, and analyses the characteristics of Japanese social education research. At last, this paper reveals the enlightenment for Chinese research on social education from Japanese social education research at the same period. Specifically, this paper is divided into the following sections.In chapter one, it reviews the process of Japanese social education research from Meiji restoration in1868to1937. The course of Japanese social education research is divided into four stages:the stage of infancy (from1868tol891), the stage of formation (from1892to1904), the stge of development (from1905to1918) and the mature stage (from1919tol937).In chapter two, it explains the theme of Japanese social education research from1868to1937. In this part, from concept, purpose, subjects, objects, methods, contents, organizations and facilities of social education, it discusses the different understandings of Japanese modern social education researchers on some basic concepts. And then, on the basis of them, it reveals the basic theory research of Japanese social education during this period.In chapter three, it summarizes five characteristics of Japanese modern social education, i.e. diversity of research subjects from individual to the whole nation; emphasis on theoretical research with common sense reached generally; increasing abundance of research content in every level of social education; focus on social education field among extensive research fields; improvement of research system into integral theoretical system.In chapter four,, it provides five enlightenments of Japanese modern social education research, which benefit Chinese social education, including the establishment of research premise on social education, the cultivation of research team, the intensification of theoretical research on social education, the development of research fields,, and the construction of subject system in social education.