2021 年 57 巻 p. 1-11
This paper aimed to study the processes that culminated in the Sakae Village Farmers’ Union Movement and the Sakae Village Agricultural Management Study Group in the 1960s. This development is considered the starting point of the community autonomy that characterises present-day Sakae Village.
Learning and practices connecting life and production were necessary because of the economic stratification and the crisis of agricultural collapse around the 1960s. The study group mentioned above and the farmers’ union organised learning, taking into account regional issues shared by all economic classes. These learning organisations were refined and maintained by the study group and the Sakae Village Kominkan (community learning centre).
Further, the social science education imparted at the Shinano Farming Products’ College served as learning material for communal agricultural practices. Thus, it may be asserted that the Products’ College partially influenced the learning organisations of the study group and the farmers’ union and constructively affected the community development of Sakae Village.
It is also noteworthy that the study group and the community learning centre collaborated to organise the direction of learning to accept the intellectual resources of the Products’ College and resolve community-related issues in Sakae Village. Subsequently, the farmers’ union (residents) conducted a movement aimed at alleviating community issues. In this way, the reconstruction of learning to accommodate the problems faced by the community and the consequent accumulation of knowledge and practical experience became the idea and driving force that created community autonomy.