THE NEW GEOGRAPHY
Online ISSN : 1884-7072
Print ISSN : 0559-8362
ISSN-L : 0559-8362
Volume 39, Issue 1
Displaying 1-4 of 4 articles from this issue
  • Kozo TANAKA
    1991 Volume 39 Issue 1 Pages 1-20
    Published: June 25, 1991
    Released on J-STAGE: April 30, 2010
    JOURNAL FREE ACCESS
    This paper is the sequel of the same titled manuscript published in vol. 36 No. 2 (1988). As the national control of the textbook became strengthend for a time with the centralization of the government in the latter half of the Meiji era, the contents of the textbook turned nationalistic. In this period theory of education changed twice, first to “Herbertism education, and after that to “the new education”. For this reason, many teacher's manuals were published dung this period.
    Like the auther's last article, he tries to compare the 3 areas of map education with the latter half of the Meiji era and tries to comment on the changes involved using these teacher's manuals and textbooks.
    1. Education for map reading
    In this area, the discussion is concentrating on the development of “Idea of maps” which is the basic ability for geographical education. And teaching methods of “nearby areas” which is the place of this development were frequently discussed. Books about these discussions advanced from the translated books in the first half of the Meiji era to the adaptation period. Further more it progressed to the publishing of books with originality in the 30's based on field work experience. On the other hand concerning the educational materials for maps, the publishing of a national geographic supplementary map in the year 41 of Meiji led to the further progress of contents of the teaching materials of maps.
    2. Instructions for map drawing
    In this area, because the effect of drawing was big, it swam with the current of the Herbert education principle and advanced greatly. That is to say we saw it spreading in elementary and junior highschool as outline maps and white maps were being used. But the issue concentrated itself to outline maps such as precise maps and sketched maps and never refered to a drawing of contents.
    3. Instructions for making maps
    This area of education has been promoted by Tokyo high elementary school in the first half of the Meiji era. And also in this period it continued to take place in the same school. But because of progress in studies of education and instructing, education for map making spreaded to other elementary schools attached to a high school. Also topography textbooks of mapmaking were published. This led to the popularization of it.
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  • Hideo IWAMA
    1991 Volume 39 Issue 1 Pages 21-32
    Published: June 25, 1991
    Released on J-STAGE: April 30, 2010
    JOURNAL FREE ACCESS
    The purpose of this paper is an attempt to consider Japan's geographical location, its special character, and its role to the world from the geographic educational point of view
    The results of the study are summarized as follows:
    1. Regarding its natural environment, Japan is an isolated, insular state, being located between the Pacific Ocean and the Sea of Japan. As a result, the Japanese have, from ancient times, had a great curiosity towards outside cultures.
    2. Japan is located at the point of contact between; the Eurasian plate and the Pacific plate, the Eurasian Continent and the Pacific ocean, continental climate in the winter and marine climate in the summer, warm and cold currents. Therefore, Japan's natural environment are consists of complex factors which are caused by points of contact, collision (contradiction), overlap, confluence (fusion), etc.
    On the other hand, such complex factors harmonize and synthesize each-other making the beautiful scenery of the four seasons. Japanese cultivate adoption of nature and a sense of unity with the natural world.
    3. Formerly, Japan had an isolated character. Now, Japan has overcome natural restrictions through acquiring scientific techniques and a capitalistic economy. As a result, the Japanese trading sphere has enlarged throughout the world.
    4. Regarding its social environment, Japan have several special characteristics. These have been gained through experiences which other advanced nations have not had. For example, Japan has had the experience of being an agricultural country and an advanced country. It experienced an earlier interchange with capitalist and socialist countries than Europe, and it has abandoned war to pursue passivism.
    5. Material culture in western countries, being based on rationalism, has brought forth the menace of atomic warfare and environmental destruction. To avoid these crises, humans need a new sense of values. The above mentioned characteristics which the Japanese have cultivated may serve in this way. The oneness with nature and the ability to synthesize contradictions, which has been gained from its natural and social environments, gives a useful way of approaching the many problems of the future.
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  • 1991 Volume 39 Issue 1 Pages 36-43
    Published: June 25, 1991
    Released on J-STAGE: April 30, 2010
    JOURNAL FREE ACCESS
    Download PDF (1096K)
  • 1991 Volume 39 Issue 1 Pages 44-65
    Published: June 25, 1991
    Released on J-STAGE: April 30, 2010
    JOURNAL FREE ACCESS
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