Abstract
This study examines the controversy over the theory and practice of the Sozo Biiku Movement in post-WWII Japan. In the previous paper, the author elucidated the characteristics of Sadajiro Kuboʼs theory of art education by tracing the origins of the theory and analyzed the discussions from educational and psychological perspectives. In this paper, the author analyzed the discussions from political and social perspectives as well as teaching and curriculum viewpoints; and then examined the opinions of the people involved. Along with the results of the previous paper, I clarified the overall structure of the controversy over the theory and practice of the Sozo Biiku Movement and tried to redefine itʼs the meaning. As a result, it became clear that the controversy had changed significantly around 1956, and the inherent problems in Sadajiro Kuboʼs theory of art education were consistently criticized.
https://ror.org/0431x1p15 
