All issues
Volume 29 (1981 - 198･･･
- Issue 4 Pages 1-
- Issue 3 Pages 1-
- Issue 2 Pages 1-
- Issue 1 Pages 1-
Volume 29, Issue 2
Displaying 1-5 of 5 articles from this issue
- |<
- <
- 1
- >
- >|
-
Kozo Tanaka1981 Volume 29 Issue 2 Pages 1-24
Published: September 25, 1981
Released on J-STAGE: April 30, 2010
JOURNAL FREE ACCESSThe school text books on the Japanese Literature for primary schools, ever since the Meiji era until the early period of the Showa era, played an outstanding role on the supplementation of the geographical, historical and scientific education. This traditional role, however, changed since 1933. The reason for this change was because the national language education in the primary schools got rid of being a subordinate to other educational subjects, but it turned into its intrinsic position in the same way as in the European countries and the United States of America.
Now, the students of primary schools, junior high schools and senior high schools, especially girl students in Japan at present, are inclined to dislike the subject of social studies. In particular, there is a condition for anxiety in geography. The reasons for this dislike of the social studies, are concerned with the system of teachers training. It has been the author's regret, that there were many problems in the description of the geographical matters, the literary style of the geographical textbooks does not appeal to the sensuous condition of the young students as the textbooks of the Japanese Literature might do.View full abstractDownload PDF (3763K) -
Kiyoshi TERAMOTO1981 Volume 29 Issue 2 Pages 25-35
Published: September 25, 1981
Released on J-STAGE: April 30, 2010
JOURNAL FREE ACCESSDownload PDF (1437K) -
Yukio YAMAGUCHI1981 Volume 29 Issue 2 Pages 36-48
Published: September 25, 1981
Released on J-STAGE: April 30, 2010
JOURNAL FREE ACCESS -
Kazuyoshi ISHITOBI1981 Volume 29 Issue 2 Pages 49-57
Published: September 25, 1981
Released on J-STAGE: April 30, 2010
JOURNAL FREE ACCESSThe purpose of this paper is to analize geographical curriculums and text books of the East Africa, and the auther reveals the contents of the geographical education in the national school education systems of these countries.
Because, in Japan, most previous studies of geographical education on the foreign countries were limited to European education systems. They have ignored the third world and also did not have any methodology in their geographical education. However, there are still very few studies on geographical education in the third world, in spite that she has now strong effects on the international politics and economics. In the former British East Africa such as Kenya, Uganda, and Tanzania, the subject on geography and natural history exist in the curriculum instead of social studies in Japan or the United States. In these countries geographical education has used for the upheaval of nationalism and contributed to national unity.
Usually the boundaries of new countries are not always coincide with that of races or tribes because of the results of European policy of colonization. Geographical education as well as national history is applied to the national policy for unity and development of the nations.
In these countries, parts of geographical education are only for nationalism and free from internationalism or international understandings. The auther intends comparative studies of these with the cases of the countries based on socialism or Marxism.View full abstractDownload PDF (521K) -
Tokuichi ASAI1981 Volume 29 Issue 2 Pages 58-61
Published: September 25, 1981
Released on J-STAGE: April 30, 2010
JOURNAL FREE ACCESSDownload PDF (2236K)
- |<
- <
- 1
- >
- >|