Social Education in Japan

Asuka Kawano Nagoya University
Takeo Matsuda Nagoya University
Lan Xiao Nagoya University

DOI: https://doi.org/10.7179/PSRI_2016.27.12

Keywords: social education, lifelong learning, Kominkan (community education center), community development, self-education, socialization of education, sozialpädagogik

Abstract

The concept similar to social pedagogy is ‘social education’ in Japan. The aim of this paper is to clarify the reality of social education in Japan, through discussion on the history, theory, methodologies, professionalization and practice of social education in Japan. The goal of social education is to achieve individual self-fulfillment by either systematically organizing formal education and non-formal education, or accumulating non-formal education, and at the same time, contributing to a better society. It also means the realization of a social capital in a community. The realization of a better society and individual self-fulfillment are the social welfare philosophy itself. Although the ways of approaching social education and social welfare are different, it may be said that they share the same philosophy.

In recent years, there have been attempts to integrate social education and welfare, and develop structurally-consolidated practices in some communities. Administratively, it is a challenge to bureaucratic sectionalism, and the problem is with the arrangement of staffing who are in charge of its practice. It is possible to create a Social Education Welfare practice in communities by assigning staff who are in charge of social education and staff who are in charge of social welfare. Both of the groups will cooperate and work together. The practice carried out by the cooperation between social education and welfare will lead to the development of community and also the structure of community governance.

In the future, it is required to develop communities for the purpose of realization of a better society through the practices of social welfare and education. The structure of Social Education Welfare based on communities suggests the direction of social education in Japan in the future.

Author Biographies

Asuka Kawano, Nagoya University

ASUKAKAWANO (Ph.D. in Education), is an Associate Professorof the Graduate School of Education and Human Development at Nagoya University, Japan. She completed her undergraduate degree in jurisprudence, and received her master`s degree in the study of education at Fukuoka University. She was a research fellow at the Tashkent State Pedagogical University, Uzbekistan in 2006-2008 and conducted many field works on education and local communities in Uzbekistan and Central Asian countries. She earned her Ph.D. in education at Kyushu University, Japan. Her main areas of interest are education in Central Asia, social pedagogy, the international cooperation of adult education, community education and lifelong learning.

Takeo Matsuda, Nagoya University

TAKEO MATSUDA (Ph.D. in Education) is a Professorof the Graduate School of Education and Human Development at Nagoya University, Japan. He completed his undergraduate degree in education, and received his master`s degree in the study of education at Nagoya University. He researched as a lecturer in Ryukyu University, an associate professor in Saitama University and a professor in Kyushu University. He earned his Ph.D. in education at Kyushu University, Japan. His main areas of interest are history of social education in Japan, reorganaization of social education administration, social pedagogy in Sweden, community education and lifelong learning in Japan.

Lan Xiao, Nagoya University

2003-2007, Dalian Nationalities University, China.

Department of Foreign Languages and Cultures, Bachelor

2007-2010, Kyushu University

Graduate School of Human Environment Studies, Social Education, Master

2010-2015, Nagoya University

Graduate School of Education and Human Development, Social Education, Doctor Course

2014-Now, Nagoya University

Graduate School of Education and Human Development, Designated Assistant Professor

References

Kobayashi, S. (2008). Modern Social Education: Lifelong Learning and Social Education Personnel. Kurein: Press.

Kobayashi , S., Kataoka, R., & Hirakawa, K. (Eds.). (2014) The Introduction to Lifelong Learning. Eidell: Kenkyusho. Matsuda , T. (2004) Foundation of Social Education in Modern Japan. Kyushu: University Press.

Matsuda, T. (2007). Reexamination of Community Values in Social Education: Through Reinterpretation of the Con- cept of Social Education. The Japanese Journal of Educational research. Vol.74, No.4, December, 518-529.

Matsuda , T. (Ed.). (2015) Diverse Aspects and Issues of Social Pedagogy: Comparative Study Between Asian and Western Countries. Daigakukyouiku: Press.

Matsuda , T. (2014). Redefinition of Social Education and Community Governance: The possibility of Social Pedagogy. Fukumura:Press.

Murata, Y., Yamaguchi, M. (Eds). (2010). A Bilingual Text Education in Contemporary Japan –System and Con- tent-, [s.l.]: Toshindo

Nagashima, S. (2006) The Historical Meaning and Limitation of Jiyudaigaku-undo (Free University Movement), Keizai Shirin (The Hosei University Economic Review), Vol. 74 (1 2), 169-201.

Saruyama, T. (2014). Communication and ‘Recording’ in Tsurumi Kazuko’s Seikatsu-kiroku Movement: History of the learning organization ‘Seikatsu wo tuzuru kai’’, The Japan Society for the Study of Adult and Com- munity Education, Japanese journal of adult and community education, 50(2), 11-20.

The Japan Society for the Study of Adult and Community Education (Ed.). (2009) Building Learning Community: New Profession of Social Education. Toyokan Press.

Traducción artículo

Published

2015-12-22

Issue

No 27 (2016): Social Pedagogy in the world

Section

Monographic

Copyright and right to archive

The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.

Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication

Ethical responsibilities

Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.

Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.

Only those who have intellectually contribute to the development of the paper must appear as authors.

The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.

Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.

The journal will not use any received contribution in a way other than the goals described in these guidelines.

Copyright Notice

© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.

Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.