堺市は, 視学佐藤吉五郎の指導のもと1937 (S12)～1939 (S14) 年の三年間に約２万人の小学児童を対象に和音感教育を試みた。大多数の小学校では, 和音笛等を使いながら「型の如く」といわれた定型化した基礎練習の和音感教育を徹底し, 同時に「先発隊」といわれた殿馬場尋常小学校等では, 基礎練習とともに作曲や合唱も楽しむ実践モデルとしての和音感教育が展開された。この「型の如く」と「先発隊」の二本立て体制が堺市内の和音感教育を推進する要件となったことが明らかとなった。また, 佐藤の掲げた個人の知識技能に基づく表現の積み上げから生まれる「国民皆唱」の理念は, 同時に「一切の我を捨て真に国家目的に帰一する団体訓練の表現」であり, 絶対音感による基礎練習は国防教育としての意義も付された。こうした和音感教育の矛盾を含んだ両義性は, しかしながら芸能科音楽に向けては実利あるものとみなす考え方につながったことを指摘した。

戦時のラジオ番組「国民学校放送」のテキストの分析を通して，戦時の学校放送の放送内容や授業での利用のされ方，及び当時の放送・教育政策との関連性を明らかにするとともに，番組の創始者・西本三十二がアメリカ留学で培った教育思想が「国民学校放送」に及ぼした影響についても考察する．

In March 1945, near the end of World War II, radio school broadcasting in Japan was terminated. However, it was revived rather quickly following the war. The war ended on August 15th, 1945 and the first post-war school broadcasts were sent over the airwaves in October that same year. Based upon program content, school broadcasting programs aired between October 1945 and July 1947 can be divided into the following six periods. The Beginning October 1945-November 1945 First Period December 1945-Aprill 1946 Second Period March 1946-July 1946 Third Period September 1946-December 1946 Fourth Period January 1947-March 1947 Fifth Period Aprill 1947-July 1947 NOTE There were no shool programs in August 1946 because of the summer vacation. This paper will deal with the beginning and the first and second periods. The Beginning The Allied Armies occupied Tokyo in September 1945 and the Civil Information and Education Section (CIE)was given supervision of broadcasting and education. Use of those portions of the textbooks which dealt with militarism or war was prohibited by order of the CIE . The teaching of history, geography, and ethics in schools was also prohibited. Even though the publishing of new textbooks was considered , there was no paper available and the printing plants had been demolished. Radio was given the role of compensating for these problems. By direction of the CIE, the Japanese Ministry of Education conducted a survey on conditions of radio facilities in all the elementary schools throughout the country. Furthermore , the CIE ordered that schools be given priority in the distribution of radio receivers The first post-war school broadcasting programs were broadcast from October 22nd, 1945. Repeating the theme of "What is democracy " over and over, th y were directed towards the teachers. The Ministry of Education made these programs required listening for all the teachers in Japan. This period is called " the beginning " because these programs were not directed towards the students. First Period School broadcasts for children started on December 3rd, 1945. Separate programs were prepared for third, fourth, fifth, and sixth grade elementary students as well as for students ( 12 year olds ) in the higher elementary schools. The contents of these programs included lectures by people of prominence, reading of student compositions, stori.es of famous persons, reading of stories, for children and so on. In addition, one series of broadcasts included many programs well worth noting. They were titled " Shinso wa k da" or " This is the Truth. " These programs were broadcast for home listening during the evenings and rebroadcast for school use during the day. These programs exposed the atrocities carried out during the Second World War by Japanese soldiers in Mainland China and the Philippines. This series was broadcast under the strict direction of the Supreme Command for the Allied Powers in order to inform Japan's teachers and children of the facts behind their entrapment within a state of wretehedness by their past militaristic leaders and those who had positively cooperated with them, as well as by those who passively gave their tacit approval to the others' actions. Broadcasting was also used to teach the discussion method of instruction. Programs on why the discussion method was necessary were prepared for school broadcasts directed towards the children and programs on the role of the discussion method were repeatedly included in sehool broadcasts for teaehers. It is thought that the CIE attached great importance to the discussion method for the purpose of democratizing the teachers of Japan. Second Period The time slots for school broadcasts were increased by fifteen minutes per day from May 1946. In other words, school programs for elementary school children were broadcast daily, Monday through Saturday, from 10:15 to

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　敗戦後の米国による教育改革の象徴であった学校図書館政策にかかわり，『読書指導事典』の編纂，日本読書学会の創設に携わった教育心理学者，阪本一郎（1904-1987）の読書指導概念の形成過程を検討した。戦時期の社会教育における「読書指導」に着想を得ていた阪本は，戦後に生活指導としての読書指導を企図した。図書館をアメリカのものと見做した阪本と，日本の図書館側との間に齟齬が生じていた。彼は，「図書館教育」という言葉を「読書指導」の意で用い，「図書および図書館の利用」にはむしろ否定的であった。阪本の「読書指導」は，図書館と一線を引いた“国語の修練”の意を持ち，生徒自ら広範な資料にあたることを避けるものであった。冷戦に入るころにはアメリカ心理学に傾倒していた阪本は，評価テストで不読児の抽出を図った。語彙の標準化と，社会秩序を乱さない人間形成を目指した阪本は，前者を「読書」に求め，後者を「人格」と呼んだ。