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Textbook reform in Allied Occupied J...

Thakur, Yoko Hirohashi.

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Textbook reform in Allied Occupied Japan, 1945-1952.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Textbook reform in Allied Occupied Japan, 1945-1952./
作者:	Thakur, Yoko Hirohashi.
面頁冊數:	541 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-11, Section: A, page: 3648.
Contained By:	Dissertation Abstracts International51-11A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9110361

Textbook reform in Allied Occupied Japan, 1945-1952.
Thakur, Yoko Hirohashi.

Textbook reform in Allied Occupied Japan, 1945-1952. - 541 p.

Source: Dissertation Abstracts International, Volume: 51-11, Section: A, page: 3648.

Thesis (Ph.D.)--University of Maryland, College Park, 1990.

This dissertation deals with textbook reform during the period of the Allied Occupation of Japan, September 1945 to April 1952. It examines and evaluates the purpose, development, and implication of the new textbook policy and assesses the long-range implication for post-Occupation Japan.Subjects--Topical Terms:

599244
Education, History of.

Textbook reform in Allied Occupied Japan, 1945-1952.
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100 1 $a Thakur, Yoko Hirohashi. $3 1938162
245 1 0 $a Textbook reform in Allied Occupied Japan, 1945-1952.
300 $a 541 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-11, Section: A, page: 3648.
500 $a Director: Marlene J. Mayo.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 1990.
520 $a This dissertation deals with textbook reform during the period of the Allied Occupation of Japan, September 1945 to April 1952. It examines and evaluates the purpose, development, and implication of the new textbook policy and assesses the long-range implication for post-Occupation Japan.
520 $a Primary attention is given to the policy of American officers in the Education Division of the Civil Information and Education Section of the Supreme Commander for the Allied Powers. Included also are a discussion of American wartime preparation of postwar education policy for Occupied Japan, 1942-1945; the recommendations of the First U.S. Education Mission to Japan in the spring of 1946; and the contributions and roles of the Japanese Ministry of Education, Japanese educators and teachers, and Japanese people. In this period, students used four different types of textbooks: (1) blackened textbook during the first seven months; (2) stop-gap textbooks for the April 1946 school year; (3) permanent textbooks, 1947 and 1948; and (4) certified textbooks, 1949-1952. Of particular interest is in the contents of textbooks in history and social studies--subjects vital to a democratic education.
520 $a The dissertation argues that textbook reform vas effective in demilitarizing and democratizing Japanese precollegiate textbooks in the early phase of the Occupation, roughly between September 1945 and the end of 1947. In the latter phase, however, from 1948 to 1952, reform fell short of the original goal, partly because of a shift in the U.S. global policy resulting from escalation of cold war in Asia. Moreover, the grant of temporary authority to the Ministry of Education to authorize textbooks in April 1948, when the certified textbook system was established, proved to be the entering wedge for permanent control after the Occupation ended. Although the democratic ideas nurtured during the early phase survived in post-Occupation Japan among liberals, concerned intellectuals, and the general populace, a basic unresolved question is the constitutionality of official screening of textbooks and possible violation of academic freedom. The dissertation ends by briefly tracing the textbook court cases of historian Ienaga Saburo and official and popular reactions to his challenge of existing controls.
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773 0 $t Dissertation Abstracts International $g 51-11A.
790 1 0 $a Mayo, Marlene J., $e advisor
790 $a 0117
791 $a Ph.D.
792 $a 1990
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9110361