2016 Volume 83 Issue 3 Pages 289-301
The purpose of this paper is to consider how audio-visual education theory was established in occupied Japan, focusing on the audio-visual education theory of Kanji Hatano (1905-2001).
The paper consists of the following sections:
1. Kanji Hatano and pre-war motion picture education
2. The restructuring process of the audio-visual education community in occupied Japan
3. Hatano's reception of American audio-visual education theory
4. Hatano's interest in communication studies and development of audio-visual education theory
In the first section of this paper I consider Hatano's prewar activities and ideology with regard to motion picture education. Hatano's motion picture education theory is marked by devotion to the cultural movement for children. By referencing film studies in America, he argued for the validity of central controls on movies and the necessity of the psychologist's role in this cultural field.
In the second section of this paper I survey the process of reformation of Dainihoneigakyouikukai (Greater Japan Motion Picture Education Association) in occupied Japan. If we examine the specific activities of this association, it is clear that their most important issue was the economic reconstruction of related companies.
In the third section of this paper I analyze the reception process of American audio-visual education theory by Hatano in occupied Japan. Hatano was given the opportunity to encounter American theories at the very beginning of the postwar period. By referencing the theories of Dale and Hoban, Hatano argued for the necessity of the advance from “motion picture education” to “audio-visual education”. However, when we examine Hatano's audio-visual education ideas in detail, we find that some features differ from Hoban's ideas. Hatano's audio-visual education theory reflects the ideology of New Education and the criticism of pre-war motion picture education.
In the fourth section of this paper I examine Hatano's survey work in America and the progress of his ideas after returning to Japan. While surveying in America, Hatano became interested in the problems of communication studies and audio-visual education. Touching on communication studies, he presented a critique of the commercialism of mass communication, and spoke for the positive significance of audio-visual education.
