2022 Volume 89 Issue 2 Pages 220-231
The purpose of this study is to reconsider the historical significance of the positivism of Masataro Sawayanagi's Jissaiteki-Kyoikugaku (Practical Educational Studies). There are many previous studies of the book, of which the historical significance seems to be settled, however, this significance can be greatly relativized by considering the history of science, pedagogy, and education research by teachers in the early 20th century. Based on the contemporary history thereof, this study reconsiders the theories of the book.
Based on the history of science and pedagogy in the early 20th century, it can be seen that Jissaiteki-Kyoikugaku is an example of the argument that pedagogy becomes empirical science in the multifaceted development of positivism. The book attempted the elimination of "testimony" from scientific evidence. Moreover, it is found that it suspended without determining the method of measuring the educational fact.
Based on the history of Japanese educational theory in the early 20th century, it can be seen that this book was a characteristic in the setting of the scope of educational facts, which attracted discussion. Moreover, it attempted to identify the authenticity and causality of facts by the “purpose of education”. In addition, the hierarchy created in research on educational facts was a particular characteristic in the positioning of historical research. The usefulness of pedagogy was also advocated leading to discussion.
As a leader in educational practice, Sawayanagi called for the remodeling of pedagogy and collaboration between teachers and pedagogists. His theory that researches into “educational facts” became a force justifying systematic reform was especially important. He tried to give pedagogy a unique standpoint for the solution of the educational problems independently from other political and economic standpoints.
Since the 20th century, pedagogy in Japan has been influenced by positivism. When exploring for the ideal form of pedagogy in contemporary society, it is important to consider how the pedagogy of the future should address positivism. Jissaiteki-Kyoikugaku is one of the first important works influenced by positivism in Japan. Research on this book provides important suggestions as to why positivism has come to be emphasized in Japanese pedagogy and what historical issues have remained unsolved.
