Principle, Praxis, and the Politics of Educational Reform in Meiji Japan

Scholars of modern Japan agree that education played a crucial role in that country's rapid modernization during the Meiji period (1868-1912). With few exceptions, however, Western approaches to the subject treat education as an instrument of change controlled by the Meiji political and intellectual elite. Principle, Praxis, and the Politics of Educational Reform in Meiji Japan offers a corrective to this view. By introducing primary source materials (including teaching manuals, educational periodicals, and primary school textbooks) missing from most English-language works, Mark Lincicome examines an early case of resistance to government control that developed within the community of professional educators. He focuses on what began, in 1872, as an attempt by the newly established Ministry of Education to train a corps of professional teachers that could "civilize and enlighten" the masses in compulsory primary schools. Through the Tokyo Normal School and other new teacher training schools sponsored by the government, the ministry began what it thought was a straightforward "technology transfer" of the latest teaching methods and materials from the United States and Europe. Little did the ministry realize that it was planting the seeds of broader reform that would challenge not only its underlying doctrine of education, but its very authority over education. The reform movement centered around efforts to explicate and disseminate the doctrine of kaihatsushugi (developmental education). Hailed as a modern, scientific approach to child education, it rejected rote memorization and passive learning, elements of the so-called method of "pouring in" (chunyu) knowledge practiced during thepreceding Tokugawa period, and sought instead to cultivate the unique, innate abilities of each child. Orthodox ideas of "education", "knowledge", and the process by which children learn were challenged. The position and responsibilities of the teacher were enhanced, consequently providing educators with a claim to professional authority and autonomy - at a time when the Meiji state was attempting to control every facet of the Japanese school system. Principle, Praxis, and the Politics of Educational Reform in Meiji Japan analyzes a key element to understanding Meiji development and modern Japan as a whole.

Nancy Rosenberger investigates the nature of long-term resistance in a longitudinal study of more than fifty Japanese women over two decades. Between 25 and 35 years of age when first interviewed in 1993, the women represent a generation straddling the stable roles of post-war modernity and the risky but exciting possibilities of late modernity. Rosenberger builds a conceptual framework of long-term resistance that undergirds the struggles and successes of modern Japanese women. Her findings resonate with broader anthropological questions about how change happens in our global-local era and suggests a useful model with which to analyze ordinary lives in the late modern world.

Rosenberger's analysis establishes long-term resistance as a vital type of social change in late modernity where the sway of media, global ideas, and friends vies strongly with the influence of family, school, and work. Women are at the nexus of these contradictions, dissatisfied with post-war normative roles in family, work, and leisure and yet committed to a search for self that shifts uneasily between self-actualization and selfishness. The women's rich narratives and conversations recount their ambivalent defiance of social norms and attempts to live diverse lives as acceptable adults. In an epilogue, their experiences are framed by the aftermath of the 2011 earthquake and tsunami, which is already shaping the future of their long-term resistance.

Drawing on such theorists as Ortner, Ueno, the Comaroffs, Melucci, and Bourdieu, Rosenberger posits that long-term resistance is a process of tense, irregular, but insistent change that is characteristic of our era, hammered out in the in-between of local and global, past and future, the old virtues of womanhood and the new virtues of self-actualization.

Contents Acknowledgments Note on Japanese Names and Terms Introduction Knowledge and Power in Modern Japan 1. Method in Search of a Theory 2. Principles and Politics 3. Bound by the Old School Tie 4. Between Education and Politics 5. Refining the Medium, Redefining the Message Conclusion The Legacy of Developmental Education Notes Works Cited Index