Yamana's “Shakai Kyoiku Ron (Theory of Social Education)” was firstly titled Shakai Kyoiku. It has been analyzed in many ways, but nobody has related the theory with Yamana himself or his context. I try to relate “Shakai Kyoiku Ron” with Yamana himself.

  Yamana's paper appeared in two journals named “Kojun-Zasshi” and “Hokkaido Kyoiku-Kai Zasshi”. I found three important points. These are “specialization (Bungyo)”, “association” and “social balance theory”. Especially from third one, “social balance theory”, I found the important theory of “Jitsugyo” including agriculture, business, and industry.

  From this we can arrive at a fresh understanding of Yamana's concept of Social Education. The most important point is “Jitsugyo” is a key concept for Yamana, even in the “Shakai Kyoiku Ron”. “Jitsugyo” divides Social education into two parts. The first is called “positive social education” and the other is called “passive social education”. “positive social education” included empowering “Jitsugyo”, in the contrast to the passive one, which in only for controlling morals. This shows that this “Shakai Koiku Ron” was published as a response to the demands for economic growth.

  The purpose of this paper is to reconsider shimin kyouiku based on the notion of the political subject through a reexamination of the history of lifelong and adult education. I pay attention to the theory of koumin kyouiku which was emphasized in the period between the 1920s and the Postwar Educational Reform and which influenced the formation of the system on lifelong and adult education in Japan.

  Generally, the theory of koumin kyouiku has been regarded as a system of state control and the koumin (civic body) has been historically regarded as distinct from the shimin (citizenry). However, in recent years, it has been declared that there were various aspects covering the idea of fostering people's political awareness contained within the theory. Actually, we can see there is a correlation between koumin and shimin. In this paper, I took this viewpoint into account.

  Through the examination, I clarify that there was a wide difference in studies of lifelong and adult education between the evaluation of the 1920s and that of the Postwar Educational Reform. The former has been interpreted as covering liberal aspects. On the other hand, the latter has been interpreted as an postwar version of the prewar state control. The difference arises from attitudes toward the the history of lifelong and adult education and the history of koumin kyouiku. It is important to analyze koumin and shimin independent of the traditional history of education.

  In the rapidly changing world of adult education in Japan, we need to return to the fundamentals, and then, we need to consider detailed studies about adult educational reform during the early postwar period.

  The Citizen's Public Hall was institued in the early postwar period as a link in the chain of adult educational reform and symbolizes the newness of adult education after the war.

  The aim of this paper is to clarify the process of the formation and institutionalization of Citizen's Public Halls from 1946 to 1952, focussing on the Citizen's Public Hall of Sakurai Village, Aichi Prefecture.

  This paper consists of the following. : (a) A preface, describing the purpose and method of this study, (b) a description of the adult education movement's administration in the early postwar period in Aichi Prefecture―focussing on the formation of Citizen's Public Halls, (c) an analysis of the formation, management and activities of the Citizen's Public Hall in Sakurai Village, Aichi Prefecture in the early postwar period, (d) an evaluation of the contribution of the Citizen's Public Hall of Sakurai Village, Aichi Prefecture to other Citizen's Public Halls in Aichi Prefecture in the postwar period, and (e) a conclusion.

  The conclusion includes the following points : (a) Citizen's Public Hall in the early period in Aichi Prefecture functioned as locations of self-government activities, technical education and youth education. (b) The Citizen's Public Hall of Sakurai Village, Aichi Prefecture was a model for other Citizen's Public Halls in Aichi Prefecture and led other Citizen's Public Halls in Aichi Prefecture, especially, in the early postwar period.

  The purpose of this paper is to analyze the meaning of ‘reflection’ in exploring the professional development of adult educators. The word ‘reflection’ has recently become emphasized as a new critical concept and method for the professional development of adult educators and has also come to the attention of researchers and practitioners in the Japan Society for the Study of Adult Education.

  First, the meaning of reflection for developing the practical abilities of adult educators is considered. Here two concepts, ‘reflective practitioner’ and ‘espoused theory of practice and theory-in-use’ are analyzed. Second, two concepts, namely ‘reflection-on-action’ and ‘reflection-in-action’ are analyzed, in order to explore what and how adult educators reflect and how their own reflections relate to their professional development. Last, after summarizing these discussions, some research and practical tasks are proposed.

  In this study, theoretical methods are used, but some case studies are introduced and analyzed, in order to make clear the meaning of ‘theory of practice’.

  The purpose of this paper is to examine the theory of civic education from the point of adult education. The theory of civic education was constructed in order to organize citizens in the 1920s. Generally, the theory has been regarded as a form of national control. However, there were various aspects to the theory. We should not miss the idea of fostering people's political awareness in the theory.

  Although, in pedagogy, we have mainly discussed the theory in relation to the history of the subject “citizenship” in school education, the theory actually played an important role in adult education, such as social education, reforming the political system, and enlightening the electorate.

  I examine the theory of civic education referring to Toshio Ogawa's outline. Ogawa divided the theory of civic education into two types following the theory of national education by Senroku Uehara; political ideas and pedagogical ideas. This paper focuses on political ideas which have rarely been discussed in past studies, and examines the details of the theory of Masamichi Rouyama, who took account of political ideas. Rouyama was famous for contributing to the development of political science and public administration.

  I clarify that Rouyama presented a theory of civic education based on a theoretical search for policy and education from the prewar time that led to the development of the theory of political education and educational autonomy in the postwar time.

This study examined the policies and development concerning women’s education in occupied Japan (1945–1952), particularly Shimane Prefecture. The Ministry of Education had developed a plan to cultivate voluntary women’s groups. However, because the plan made it possible to use existing groups, it was withdrawn by the Civil Information and Education Section (CIE). CIE insisted that women’s groups should be composed entirely of volunteers. Based on the policies of the Ministry of Education and CIE, Shimane Prefecture encouraged the formation of voluntary women’s groups. However, in fact, it did so by using existing women’s associations to promote women’s education. The reasons for the responses were the connection between the Ministry of Education and Shimane Prefecture, the feudal character of rural society, and the existence of the Chugoku Civil Affairs Region. As women’s education developed in Shimane Prefecture, women gradually began acting with voluntary consciousness.