| Project/Area Number |
23730742
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educaion
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| Research Institution | Nagoya Institute of Technology |
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Principal Investigator |
UEHARA NAOTO 名古屋工業大学, 工学(系)研究科(研究院), 准教授 (20402646)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2013: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 社会教育 / 公民教育 / 政治教育 / 市民教育 / 選挙啓発 / 青年教育 |
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| Research Abstract |
This paper examines the characteristics of civic education as social education by focusing the 1920s to the post-war reform period. During this period, the systemization of social education was devised. Social education focused on the thought processes indicative of pre-war liberal intellectuals as well as their influence on post-war education reform. As a result, two theories arose and
formed the basis of early post-war social educatoin. The two theories of civic education were: 1.nationalistic civic education based on the theory of national unification; and, 2.democratic civic education based on the theory of political subject formation. Further, this has carried over to concepts of post-war Kominkan and was largely influenced by two great trends: lecture-like and pragmatic approaches that have been demonstrated by pre-war liberal intellectuals.
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