占領期日本における教科外活動の教育課程化と特別教育活動の成立過程

―『中学校 高等学校 管理の手引』に着目して―

抄録

In the “Courses of Study (Tentative Draft) General Edition” of 1947, the curriculum prepared by the Ministry of Education was limited to the scope of subject matter. However, as the educational reforms of the Occupation period progressed, extra-curricular activities that had been positioned outside the curriculum were incorporated into it, and the scope of the curriculum was expanded to include both subjects and “special-curricular activities” (curricularized extra-curricular activities). This view of curriculum has been carried over to today’s curriculum administration in Japan.

This article analyzes the process of discussions regarding extra-curricular activities between the Ministry of Education and the GHQ/SCAP CIE Education Division in occupied Japan. The analysis is based on documents such as SCAP internal weekly reports and conference reports contained in the GHQ/SCAP documents in the collection of the Constitutional Archives, National Diet Library, Japan. This study considers the historical nature of the process of the establishment of special-curricular activities in Japan.

As a result, the following was shown. First, it was shown that the curricularization of extra-curricular activities in Japan was developed during the writing of “Administration of Upper and Lower Secondary Schools” which was published in the 1950 by the Ministry of Education as a guide to secondary school education. The guide’s writing process spanned from the summer of 1947 to the summer of 1948. During the writing process, “visiting experts” on school administration, including Burt Johnson, a lecturer of Teachers College, Columbia University, visited Japan from the U.S. to provided guidance and advice. Following their visit, SCAP and the Japanese writing committee, composed of bureaucrats and school principals, worked closely together on revising the guide. It was concluded that the theory of special-curricular activities in Japan was established as part of the school administration theory, not as a curriculum theory.

Secondly, it was shown that this process was a “Japanization” of the extracurricular activity theory that was mainly formed in the United States during the 1920s. This was achieved by recontextualizing and modifying it to suit the realities of the Occupation period. In this “Japanization,” efforts, on the one hand, in order to facilitate the introduction of the American extra-curricular activity theory into Japan, to make the content of special-curricular activities more concrete and to place the installation of special-curricular activities as a consequence of the history of extra-curricular activities in Japan. On the other hand, considering the educational situation in Japan, modifications were made to reposition the results of the American extracurricular activities theory as a theory of school administration. Specifically, it was shown that a logic of dual control over student agency and the scope of activities had formed: not only educational control of student activities as part of the means of citizenship education, but also administrative control by incorporating them into the school administration system.