2005 Volume 57 Issue 5 Pages 459-478
The purpose of this study is to define the position of Ishibashi Goro (1876-1946) in Geography Education of Japan.
Geography Textbooks of junior high school under the old system of education (hereinafter, junior high school) in 1910-1920 period almost showed that geographic knowledge was stood in a line. After that, in 1930s period, geography textbooks were published and this implied a new method of associating human with physical phenomenon. That new method was originally the way of geography.
This shows us to the new idea, which students should not learn by heart the geographic knowledge through textbooks but study "the geography as education."
The idea was unfolded in objective of geography education, which implied the role of geography education in educational curriculum. In this aspect of geography education in Japan, Ishibashi showed the new ideas.
Ishibashi was actually a professor of Kyoto Imperial University noted as one of geography specialists and he wrote a lot of geography textbooks for junior high school above all the book entitled "The Theory of Geography Education, " in spite almost geographer did not write educational thesis.
As a matter of fact, much attention has not been given to Ishibashi's educational philosophy, the analysis of these texts would show us what he defined as the philosophy of geography education. Therefore, we would know that he had been a major figure in the history of geography education of Japan.
This paper is consisting of six chapters. Following Chapter 1 for introduction, second, the biography outline of Ishibashi would be mentioned. Third, "relationships between geography method and geography textbooks" is mentioned, which would make sense that the method of study in geography he majored in. It would become clear that his method of study was associated with "giving greater importance to the theory of man-land relationship" and "looking to nomothetic geography." Forth, "The Role of Geography Education in Educational Curriculum, " which would make sure what he considered as geography education through his book of "The Theory of Geography Education." Fifth, it would be apparent the historical background in building up his Philosophy of Geography Education. The sixth would followed by the conclusion.
As a result, two points made Ishibashi important person in geography education of Japan. First, he incorporated the method of geography into geography education, but he did not use mixed up. Second, he took greater notice of geography education in educational curriculum, and treated over the objective of geography education. Consequently, he distinguished between geography education and geography, and defined the objective of geography education in educational curriculum. That is, Ishibashi was a person with the point of geography and one of education combined in himself. And he put together the two sides, and defined the role of geography education.
It is believed that we should provide further insights into him.
