战后日本教育思想的逻辑与脉络——以《教育基本法》和历史教科书为中心  

The Logic and Development of Postwar Japanese Educational Thoughts:A Study Focusing on Japanese EducationBasic Law and History Textbooks

作　　者：董炳月[1] 

机构地区：[1]中国社会科学院文学研究所

出　　处：《日本学刊》2015年第5期120-141,共22页Japanese Studies

摘　　要：战后70年间日本的教育思想有其特定的逻辑与脉络。战后初期,日本政府在《日本国宪法》、《教育基本法》的影响下,使用《民主主义》等教材,体制化地推行民主主义教育。20世纪50年代初期,冷战格局形成,日本走上保守主义道路,保守化倾向在历史教育领域体现为回避侵略历史,历史教科书问题因此出现。世纪之交,历史修正主义思潮在日本学界和政界日渐高涨,扶桑社出版的《新历史教科书》宣扬"皇国史观",日本政府通过修改《教育基本法》,将战后初期日本教育的"民主个人主义"逻辑转换为"国民国家主义"逻辑。官民共谋的"教育修宪"行为,在思想与精神的层面上瓦解了《日本国宪法》。The educational thoughts of Japan during the 70 years after WWII have their unique logic and trend of development. In the early postwar period, Japanese government, under the influence of Japanese Constitution and the Education Basic Law, used textbooks such as Democracy and systematically implemented democratic education. In the early 1950s, in the context of the Cold War, Japan embarked on the road of conservatism, which is reflected by deliberately evading Japanese history of aggression in the field of historical education, thus leading to the emergence of issues relating to history textbooks. At the turn of this century, the ideological trend of historical revisionism rose gradually in Japaneseacademic and political circles. The New History Textbook published by Fusosha Press advocated ＂the historical viewpoint of the imperial state＂ . Meanwhile, Japanese government, through revising Education Basic Law, has transformed the early - postwar educational logic of democratic individualism into nationalism. With the joint effort of Japanese government and the civil society, the initiative of ＂ constitutional revision through education＂ disrupted the Japanese constitution of Japan on the level of spiritual civilization.

关 键 词：日本教育思想 教育基本法 历史教科书 历史修正主义 教育修宪 

分 类 号：D931.3[政治法律—法学] G531.3[文化科学—教育学]