Abstract:
This thesis is intended to be a contribution to basic research and analysis of periods of reform and transformation in modern nation states and their impact on everyday society.
In particular, it examines Meiji era education in Japan during the period 1868-1900, and the late Edo to early Taisho era years. It seeks to analyse transformations in terms of those in central government who sought radical new policy directions in education; and those in local authorities and in schools who had to implement them. It focuses especially and directly on reactions from parents, teachers, pupils and their families. It utilises original material, previously untranslated, on the societal impact of these Meiji reforms in the field of education.
This approach differs from orthodox theories of education history, which tend to focus overwhelmingly on education policy. Rather than 'resistance' as such by ordinary people, the process of policy implementation is better described as one of 'negotiation'. Initially, under the gakusei system, people participated in the new education system by attempting to maintain and improve stability in their everyday lives. The government adapted policy or its implementation to such perceptions and local circumstances. This pattern is also evident in other areas of early Meiji education policy implementation. The Education Rescript came to be supplemented by a range of more visible manifestations of nationalism centred on the Emperor, while the government worked diligently to involve people in school activities at that time through diverse events such as Sports Days. Furthermore, elementary school education developed features not envisaged by government policy, such as a more relaxed learning environment within the classroom setting and teacher-student roles evolving features of more diffuse social relationships than had previously existed between educator and pupil. Finally, middle school education was not always readily accepted as the pathway to success.
The thesis draws on a wider range of sources than is the norm even today in studies of Meiji education, including many primary sources. Some of this material is not easy to interpret definitively, and much other material remains to be analysed. However, the present study aims to establish an original perspective incorporating supporting evidence as a basis for further research into Meiji education and, ultimately, the education systems introduced to other modern nation states.
