1996 Volume 38 Pages 47-57
The purpose of this paper is to clarify the viewpoint and framework for the theories and practices on Gakkozukuri after World War n in Japan. So, this paper divides postwar period into three stages by the characteristics of educational policy, educational and social situations. First stage is from postwar to the middle years of 1950's. This stage's characteristics is democracy in education. Educational policy, administration, school management pursued the democratic education. The theories and practices on Gakkozukuri pursued same object. Second stage is the year of 1960's and mid 1970's. Gakkozukuri were changed against educational policy and administration change; centralization and rationalization of educational administration. Gakkozukuri were 'Shokuba zukuri'=democratization by the theory of right to education. In there, the right of teacher's and school autonomy were aserted. Third stage is the later half of 1970's to now. This stage's characteristics is educational problems and educational reform. Especially, the human rights of children and school management by collaboration of teachers, children, parents and community. The theories and practices on Gakkozukuri suggest and pursue the participation and collaboration of them.
