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Die Durchsetzung Eines Modernen Bildungswesens in Japan“

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Die Durchsetzung Eines Modernen Bildungswesens in Japan“ DISSERTATION Titel der Dissertation „Die Durchsetzung eines modernen Bildungswesens in Japan“ Staatsbildung, Modernisierung und Schulentwicklung Verfasserin Jinko Schelz Angestrebter akademischer Grad Doktorin der Philosophie (Dr.phil.) Wien, 2010 Studienkennzahl lt. Studienblatt: A 092 378 Dissertationsgebiet lt. Studienblatt: Japanologie Betreuer: Univ.-Prof. Dr. Sepp Linhart 3 Vorwort Aufgrund meiner Herkunft und meines früheren Berufes als Lehrerin war es für mich immer ein großes Anliegen, eine Dissertation zum Thema über das japanische Bildungswesen zu schreiben. Die Anregung zur Auseinander- setzung mit der japanischen Bildungsgeschichte in der Moderne anhand des Beispiels der Präfektur Fukushima kam von Professor Dr. Sepp Linhart. Der Impuls zur Heranziehung der Aspekte von Max Webers Herrschaftssoziologie ging von Professor Dr. Ingrid Getreuer-Kargl aus. Mein aufrichtiger Dank gilt in erster Linie Professor Dr. Sepp Linhart, der mir bei der Realisierung meines Vorhabens beigestanden hat und mich über Jahre hinweg mit Rat und Tat unterstützt hat. Ich danke nicht zuletzt auch Professor Dr. Ingrid Getreuer-Kargl, die mich während meiner Arbeit mit anregenden Ratschlägen und Hinweisen betreut hat. Wien, im Juli 2010 J. S. 4 5 Inhaltsverzeichnis 1. Einleitung .................................................................................................. 11 1.1. Begründung des Themas ........................................................................... 11 1.2. Diskussions- und Forschungsstand ........................................................... 21 1.3. Fragestellungen und Hypothesen .............................................................. 32 1.4. Theoretische Verortung und methodisches Vorgehen: Die Verwendung des historischen und des soziologischen Instrumentariums ...................... 33 1.5. Literaturlage ............................................................................................... 36 1.6. Anlage meiner Arbeit ................................................................................. 40 2. Begrifflich-theoretische Grundlagen ..................................................... 43 2.1. „Macht“, „Herrschaft“ und „Staat“ nach Max Weber ................................... 43 2.2. Gesellschaftliche Funktionen der Schule von Helmut Fend ...................... 49 3. Staatsbildung in Japan ............................................................................ 53 4. Die territoriale Entwicklung der heutigen Präfektur Fukushima 1867-1876 .................................................................................................. 79 4.1. Geografische Lage und Gliederung ........................................................... 79 4.2. Historische Wandlung der politisch-administrativen Gliederung ................ 81 5. Herrschaft und Bildungswesen im feudalen Zeitalter .......................... 87 5.1. Schultypen in der Edo-Zeit ......................................................................... 87 5.2. Der vormoderne Staat mit agrarisch-ständischer Ordnung und die Entwicklung der traditionellen Bildungseinrichtungen ................................ 93 5.3. Zur Geschichte des Bildungswesens des Aizu-han ................................... 113 5.3.1 Landesfürstliche Schule für die herrschende Schicht ................................ 113 5.3.2. Private Elementarschule für das beherrschte Volk .................................... 132 5.4. Resümee .................................................................................................... 134 6. Die ersten Entwicklungsschritte der Staatsbildung und des modernen Bildungswesens in den Restaurationsjahren 1867-1870 ... 139 6.1. Entstehung der Meiji-Regierung und Reformansätze ................................ 139 6.1.1. Etablierung der politischen Zentralgewalt und Streben nach Legitimität der Herrschaftsausübung ........................................................................... 139 6.1.2. Konflikte um Staats- und Bildungskonzepte .............................................. 153 6.1.2.1. Aufbau des Beamtenapparates und des Hochschulwesens für den Staatsdienst ............................................................................................... 153 6.1.2.2. Regional- und Schulpolitik in den Präfekturen zur Stabilisierung der lokalen Herrschaft ...................................................................................... 164 6.2. Die Auswirkungen der Meiji-Restauration auf das Aizu-han und das lokale Bildungswesen ................................................................................ 169 6.2.1. Die Neugestaltung des Gebietes des Aizu-han ......................................... 169 6.2.1.1. Die Politische Lage in der Besatzungszeit ................................................. 169 6.2.1.2. Die Errichtung der Präfektur Wakamatsu .................................................. 175 6 6.2.2. Der Wiederaufbau und die Neugestaltung des Bildungswesens unter der neuen Herrschaft ................................................................................. 179 6.2.2.1. Die Bemühungen um die Fortführung der Bildungstradition bei verschiedenen Bevölkerungsschichten ...................................................... 179 6.2.2.2. Die Neugründung der Schule durch den Gouverneur in der Präfektur Wakamatsu ................................................................................................ 184 6.2.3. Das Bildungswesen im Tonami-han .......................................................... 190 6.3. Resümee .................................................................................................... 194 7. Entstehung des modernen Staates und eines modernen Bildungs- wesens im Zeichen der Aufklärung 1871-1878 ..................................... 199 7.1. Rationale Herrschaft und staatliche Schulpolitik im Streben nach Modernisierung des Landes ....................................................................... 199 7.1.1. Zentralisierung der Verwaltung und Durchsetzung der progressiven Reformkräfte .............................................................................................. 199 7.1.2. Die Schaffung der gesetzlichen Grundlage eines einheitlichen modernen Bildungswesens 1872 ................................................................................ 211 7.2. Die Verwaltungs- und Schulreform in der Präfektur Wakamatsu ............... 228 7.2.1. Die Neuordnung der Lokalverwaltung ........................................................ 228 7.2.2. Der Aufbau eines modernen Schulwesens in der Präfektur Wakamatsu .. 231 7.2.2.1. Reform der Lokalschule in Wakamatsu ..................................................... 231 7.2.2.2. Maßnahmen zur Durchsetzung der staatlichen Schulpolitik ...................... 232 7.2.2.3. Realität und Probleme ............................................................................... 238 7.3. Resümee .................................................................................................... 249 8. Kämpfe für die Durchsetzung oder für die Begrenzung staatlicher Gewalt und die Schulentwicklung in der Epoche der Bewegung für Volksrechte und Freiheit 1874-1884 ....................................................... 253 8.1. Die Verbreitung der liberalen Bewegung und die Umgestaltung des Bildungswesens ......................................................................................... 253 8.1.1. Die Erschütterung der Herrschaftslegitimität und der Kampf um die Herrschaftsform ......................................................................................... 253 8.1.2. Modifikationen des Bildungsgesetzes ........................................................ 266 8.1.2.1. Der Widerstand der Bevölkerung und die Liberalisierung der Bildungs- Politik ......................................................................................................... 266 8.1.2.2. Der Wechsel vom liberalen zum konservativen Reformkurs im Kampf um die Herrschaftslegitimation ................................................................... 272 8.2. Politische Kämpfe und Bildungseinrichtungen in der Präfektur Fukushima ................................................................................................................... 282 8.2.1. Die Verbreitung der liberalen Bewegung und ihre Unterdrückung durch den Gouverneur ......................................................................................... 282 8.2.2. Das politische Seminar Seidōkan in Miharu unter dem Druck der Maßnahmen gegen die liberale Bewegung ............................................... 290 8.2.3. Die private Mittelschule Nisshinkan für die Söhne der ehemaligen Dienstmänner des Aizu-han ....................................................................... 297 8.3. Resümee .................................................................................................... 299 9. Die Entwicklung nach 1885 ..................................................................... 301 9.1. Die Ära Mori von 1885 bis 1888 ................................................................. 301 9.1.1. Die staatsbürgerliche Erziehung im modernen Geist ................................. 301 9.1.2. Die Reform der Grundschullehrerausbildungsstätte und der Abbau von Grundschulen in der Präfektur Fukushima ................................................ 316 7 9.2. Die Durchsetzung des japanischen Machtstaates und seiner bildungs- politischen Ansprüche ...............................................................................
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