本稿は, 正規雇用女性の就労継続の達成と, その出産に伴う休暇の代替要員を担う非正規雇用女性の出現という, 近年顕在化する社会的分離の問題を, 1945年から75年にかけての

The objective of this paper is to clarify the relationship between Ethical Guidelines for Teachers (hereafter, Ethical Guidelines) and Explanatory Notes on Ethical Guidelines (hereinafter, Explanatory Notes). Specifically, the paper examines (1) by whom, (2) when, (3) why, and (4) through what process these documents were created.

As a document setting forth basic guidelines for teacher disposition and behavior, Ethical Guidelines was formulated and adopted through a formal procedure by the JTU. In July of 1951, the draft version of Ethical Guidelines, written by a number of well-known pedagogists and philosophers, was submitted to the JTU Central Executive Committee, where it was accepted as a “draft document.” Thereafter, the Ethical Guidelines “draft document” was officially adopted at the regular JTU general assembly held in June of 1952, attended by representatives of the member unions.

In contrast, Explanatory Notes was created and published without having gone through the formal approval process within the JTU. Explanatory Notes was independently prepared by the Information and Public Relations section of the JTU and published in September of 1951 as an informational pamphlet. The contents of the pamphlet were neither approved by the Central Executive Committee nor discussed at a regular general assembly. Thus, Explanatory Notes, is merely an unofficial document.

Ethical Guidelines sets forth abstract principles for teacher behavior and is written using moderate expressions from beginning to end. The Explanatory Notes, on the other hand, contains passages written in a militant style that evokes images of Marxist class struggle. For this reason, since the mid-1950s, right-wing polemicists as well as conservative government officials and politicians who disagree ideologically with the JTU have criticized the Ethical Guidelines by shining a spotlight on the Explanatory Notes.

However, as demonstrated by this paper, Ethical Guidelines and Explanatory Notes are completely unrelated documents, both in terms of how they were created and how they were approved (or not approved) by the JTU.

　日本教職員組合は、1949年暮れから50年前半にかけて全面講和の立場を選択していった。なぜ／どういう議論を経て、他の労働組合に先駆けて全面講和論を選び取ったのか。本稿はこの問いを、中央執行委員会の議論に沿いながら明らかにした。選択の過程では、平和運動方針案の作成が、教文部管轄―穏健派中執主導から、企画委員会管轄―急進派中執主導へと移行していた。すなわち、外部の動きを考慮した中央執行委員たちの平和運動論が、1950年代の

 本稿は、日本教職員組合（以下、