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Education In The Empire Of Japan
Education in the Empire of Japan was a high priority for the government, as the leadership of the early Meiji government realized the need for universal public education in its drive to modernize Japan. Education policy during Meiji era During the Edo period, education that were given to the commoners and outcasts were limited to none. What these low-class people did learn was generally geared towards the basic and practical subjects such as reading, writing, and arithmetic. By the late 1860s, the Meiji leaders had established a system that declared equality in education for all in the process of modernizing the country. After 1868 new leadership set Japan on a rapid course of modernization. The Meiji leaders established a public education system to modernize the country. Missions like the Iwakura mission were sent abroad to study the education systems of leading Western countries. They returned with the ideas of decentralization, local school boards, and teacher autonomy. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ministry Of Education Of Japan
The , also known as MEXT or Monka-shō, is one of the eleven Ministries of Japan that composes part of the executive branch of the Government of Japan. Its goal is to improve the development of Japan in relation with the international community. The ministry is responsible for funding research under its jurisdiction, some of which includes: children's health in relation to home environment, delta-sigma modulations utilizing graphs, gender equality in sciences, neutrino detection which contributes to the study of supernovas around the world, and other general research for the future. History The Meiji government created the first Ministry of Education in 1871. In January 2001, the former Ministry of Education, Science, Sports and Culture and the former merged to become the present MEXT. Organization The Ministry of Education, Culture, Sports, Science and Technology currently is led by the Minister of Education, Culture, Sports, Science and Technology. Under that position is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Inoue Kowashi
Viscount Inoue Kowashi was a Japanese statesman of the Meiji period. Biography Early life Inoue was born into a ''samurai'' family in Higo Province (present-day Kumamoto Prefecture), as the third son of ''Karō'' Iida Gongobei. In 1866 Kowashi was adopted by Inoue Shigesaburō, another retainer of the Nagaoka daimyō. Known as a highly intelligent child, Inoue entered the domain's Confucian academy, eventually becoming one of the academy's resident students. He fought on the imperial side in the Boshin War to overthrow the Tokugawa bakufu. After the Meiji Restoration, Inoue joined the Ministry of Justice, and was sent to Germany and France for studies. He became a protégé of Ōkubo Toshimichi, and accompanied him to Beijing (China) for negotiations with the Qing court following the Taiwan Expedition of 1874. After Ōkubo's assassination, he worked closely with Itō Hirobumi and Iwakura Tomomi, and became a member of the ''Genrōin.'' Meiji bureaucrat In 1875, based upo ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Industrialization
Industrialisation ( alternatively spelled industrialization) is the period of social and economic change that transforms a human group from an agrarian society into an industrial society. This involves an extensive re-organisation of an economy for the purpose of manufacturing. Historically industrialization is associated with increase of polluting industries heavily dependent on fossil fuels. With the increasing focus on sustainable development and green industrial policy practices, industrialization increasingly includes technological leapfrogging, with direct investment in more advanced, cleaner technologies. The reorganization of the economy has many unintended consequences both economically and socially. As industrial workers' incomes rise, markets for consumer goods and services of all kinds tend to expand and provide a further stimulus to industrial investment and economic growth. Moreover, family structures tend to shift as extended families tend to no longer live ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
World War II
World War II or the Second World War, often abbreviated as WWII or WW2, was a world war that lasted from 1939 to 1945. It involved the vast majority of the world's countries—including all of the great powers—forming two opposing military alliances: the Allies and the Axis powers. World War II was a total war that directly involved more than 100 million personnel from more than 30 countries. The major participants in the war threw their entire economic, industrial, and scientific capabilities behind the war effort, blurring the distinction between civilian and military resources. Aircraft played a major role in the conflict, enabling the strategic bombing of population centres and deploying the only two nuclear weapons ever used in war. World War II was by far the deadliest conflict in human history; it resulted in 70 to 85 million fatalities, mostly among civilians. Tens of millions died due to genocides (including the Holocaust), starvation, ma ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Imperial Rescript On Education
The , or IRE for short, was signed by Emperor Meiji of Japan on 30 October 1890 to articulate government policy on the guiding principles of education on the Empire of Japan. The 315 character document was read aloud at all important school events, and students were required to study and memorize the text. Background Following the Meiji Restoration, the leadership of the Meiji government felt the need to emphasize the common goals of rapid modernization (westernization) with support and legitimization of the political system centered on the imperial institution. In the 1870s and 1880s, Motoda Nagazane and other conservatives pushed for a revival of the principles of Confucianism as a guide for education and public morality; however, Inoue Kowashi and other proponents of the 'modernization' of Japan felt that this would encourage a return to the old feudal order, and pushed for an "emperor-centered" philosophy. Prime Minister Yamagata Aritomo authorized the drafting of the Rescript ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
George Adams Leland
George Adams Leland (7 September 1850 – 17 March 1924) was an American medical doctor and pedagogue, who assisted in the development of the physical education curriculum in Meiji period Japanese education. Biography Leland was born in 1850 in Boston, Massachusetts. He attended Amherst College and studied medicine at Harvard Medical School, graduating in 1878. Amherst College had strong ties to the Sapporo Agricultural College in Japan through its connection with Vice Minister for Education Tanaka Fujimaro, who had visited Amherst during the Iwakura Mission and subsequently returned from 1874-1877 for further first-hand research on the American school systems with the aim of modernizing and westernizing education in the Empire of Japan. He approached Amherst president Julius H. Seelye for advice on establishing a curriculum for use in the new state schools being established in Japan. He also visited the Centennial Exposition in Philadelphia, after which he submitted a repor ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Teacher Education
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education.see for example Ceci ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Normal Schools
A normal school or normal college is an institution created to train teachers by educating them in the norms of pedagogy and curriculum. In the 19th century in the United States, instruction in normal schools was at the high school level, turning out primary school teachers. Most such schools are now called teacher training colleges or teachers' colleges, currently require a high school diploma for entry, and may be part of a comprehensive university. Normal schools in the United States, Canada and Argentina trained teachers for primary schools, while in Europe, the equivalent colleges typically educated teachers for primary schools and later extended their curricula to also cover secondary schools. In 1685, St. Jean-Baptiste de La Salle, founder of the Institute of the Brothers of the Christian Schools, founded what is generally considered the first normal school, the ''École Normale'', in Reims, Champagne, France. The term "normal" in this context refers to the goal of t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Marion McCarrell Scott
Marion McCarrell Scott (21 August 1843 - 23 May 1922) was an American educator and government advisor in Meiji period Japan. Biography Scott was born in Barren County, Kentucky, and graduated from the University of Virginia during the American Civil War. After the war, he moved to California, where he worked as a teacher, and where he met Mori Arinori, an envoy from the Meiji government of Japan, who offered him a post in Japan as a foreign advisor. Scott arrived in Tokyo in 1871, and taught English language at the Daigaku Nankō, the predecessor to Tokyo Imperial University, and later at Tokyo University of Education, where he developed a training curriculum for Japanese teachers based on western concepts of pedagogy including the theories of Johann Heinrich Pestalozzi. He also worked with the Ministry of Education to develop the state school system which dominated education in the Empire of Japan. After the end of his contract, he departed Japan in 1881. Scott later lived in the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
David Murray (educator)
was an American educator and government adviser in Meiji period Japan. Early life Murray graduated from Union College in 1852.Chamberlain, William Isaac. (1915).''In Memoriam, David Murray,'' p. 15./ref> Educator In 1857-1863, Murray was as principal of The Albany Academy in New York. From 1863 to 1873, he was a professor of mathematics, natural philosophy and astronomy at Rutgers College in New Jersey. Together with George Cook, Murray developed a full science curriculum at Rutgers, and successfully lobbied for Rutgers to be named the state's land grant college. Their 1864-67 surveys established the marine boundary between New York and New Jersey, and their 1872 survey fixed the land boundary between New York and New Jersey. Murray was also responsible for the building of Rutgers' first astronomical observatory, the Daniel S. Schanck Observatory. In 1873, Murray departed Rutgers to become the educational advisor for the Japanese government. After his return, Murray serv ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
O-yatoi Gaikokujin
The foreign employees in Meiji Japan, known in Japanese as ''O-yatoi Gaikokujin'' (Kyūjitai: , Shinjitai: , "hired foreigners"), were hired by the Japanese government and municipalities for their specialized knowledge and skill to assist in the modernization of the Meiji period. The term came from ''Yatoi'' (a person hired temporarily, a day laborer), was politely applied for hired foreigner as ''O-yatoi gaikokujin''. The total number is over 2,000, probably reaches 3,000 (with thousands more in the private sector). Until 1899, more than 800 hired foreign experts continued to be employed by the government, and many others were employed privately. Their occupation varied, ranging from high salaried government advisors, college professors and instructor, to ordinary salaried technicians. Along the process of the opening of the country, the Tokugawa Shogunate government first hired, German diplomat Philipp Franz von Siebold as diplomatic advisor, Dutch naval engineer Hendrik Hardes ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
National Seven Universities
The were founded by the Empire of Japan between 1886 and 1939, seven in Mainland Japan (now Japan), one in Korea under Japanese rule (now the Republic of Korea) and one in Taiwan under Japanese rule (now Taiwan). They were run by the imperial government until the end of World War II. Today, the Imperial Universities are often described as the , and are viewed as some of the most prestigious in Japan. These former imperial universities are generally perceived as Japan's equivalent of the Ivy League in the United States, Golden Triangle in the United Kingdom, and the C9 League in China. The alumni club of these nine imperial universities is . Unlike Taihoku Imperial University (renamed in 1945 to National Taiwan University) in then-Japanese Taiwan, the Keijō Imperial University in then-Japanese Korea was closed by the United States Army Military Government in Korea (USAMGIK) with U.S. Military Ordinance No. 102. Seoul National University was built by merging nine schools in Seou ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
