This paper examines the concept and development of the farm village public hall during the pre-war period by focusing primarily on the policies of social education and social work as well as the courses of action for building institutions within farm villages.
After the Russo-Japanese War, the idea of the farm village public hall was conceived in order to prevent post-war class struggle. This institution provided social and civic education to farmers in the village and functioned as public facilities for the rural community.
During the 1930s, the concept of the farm village public hall was re-organized on a national scale and The Ministry of Agriculture and Forestry established the Noumin-Dojo during the village economic revival movement (Nousangyoson-Keizai-Kousei-Undou). Subsequently, government officials from the Ministry of Education and renowned scholars created a way to apply this type of institution for social education. However, this plan by the Ministry of Education did not come to fruition and instead, the Ministry of Health and Welfare created a successful development policy that helped establish such institutions in farm villages throughout the country.
This paper examines the level of cooperation between the school and home regarding education for children of multicultural families in Korea. In order to determine the effectiveness of such cooperation and any pertinent issues, this paper first investigates the background and circumstances of multicultural education policies in Korea and then analyzes the multicultural education program at the Won-Il Elementary School in Ansan City (Gyeonggi Province).
In this paper, we observe the following: First, as a result of globalization and the consequent increase in foreign workers and immigrants through marriage, Korea has enacted laws regarding multiculturalism, such as the Act on the Treatment of Foreigners in Korea and Support for Multicultural Families Act. Based on this situation, various multicultural policies are being implemented by each ministry of the central government in cooperation with local governments. Second, the Korean Ministry of Education, Science and Technology considers multicultural education policies important for supporting the education of children from multicultural families. The Ministry designates and manages each local school enrolling children from multicultural families as a research school of multicultural education. Third, multicultural education activity conducted in a special class in Won-Il Elementary School in Ansan, Gyeonggi-do is examined from the following viewpoints: (1) establishing and maintaining the social adjustment and identity of minority students, (2) promoting education through mutual human understanding, and (3) promoting the development of mutual cultural understanding.
This paper examines the historical characteristics of the Child Welfare Law in Japan by focusing on the child protection theory of Syuntai Kikuchi (1875-1972). As director of Musashino Gakuin, Kikuchi became renowned for his work on juvenile delinquency from the perspective of education and child protection. He openly criticized the principle of punishment, and effectively organized child protection rights, especially for those in poor educational environments. In the early 1930s, Kikuchi requested that the Child Welfare Law be created to protect children's rights and prevent an increase in juvenile delinquency. By the onset of World War II, he had become especially concerned since governmental policies required that children become involved in the war. Although Kikuchi's efforts were silenced during the war, his achievements ultimately led to the creation of the post-war Child Welfare Law in Japan.
In 1905, the World Young Women's Christian Association (YWCA) established the YWCA in Japan with a local chapter based in Tokyo. Primarily concerned with working women, the Tokyo YWCA formed the Working Women's Division, which provided activities that could be considered as social education practice for young working women. This paper examines the existing bulletins of the YWCA of Japan and the Tokyo YWCA from the pre-war period in order to determine who these “working women” were, the nature of the activities offered by the Tokyo YWCA Working Women's Division, and the impact on this demographic. Furthermore, through the reconstruction of “a history of social education practice,” this paper investigates the programs implemented by young working women in an organization known as the “young women's association,” especially during the period when concepts regarding “young adult women” were still not established in Japanese society.