General Education at NIT
274 , 2016-03 , 福井工業高等専門学校
This paper deals with the reception of “kyoyo” in Japanese or “culture” by the defi nition of Matthew Arnold. As to the history of the reception of kyoyo in Japan, we divide into the three periods: Meiji, Taisho,and Showa. In Meiji period, under the infl uence of Western standards on educational system in Japan, an ideal image of a person with culture was roughly shaped, but more broadly, the notion of “Shuyo” hadalready been prevailed among the common people. Even without cultural background, anyone was able to be an ideal person with Shuyo, which was attained by making much effort through daily life.In short, Shuyo was the notion connected with the self-discipline of common people In contrast with “Shuyo”, the original notion of kyoyo in Taisho era can be regarded as an elite accesary. In a few highly regarded high school in Japan, acquiring Kyoyo was the necessary parts forthe elites, which had to be nurtured through the practice of reading of the classics. After the end of the World War II, Japan was forced to change the educational system especially by the infl uence of American one. It is said that general education, “kyoyo kyoiku” in Japanese, wasintroduced to the system of university education in Japan. However, it has been often criticized as a defect system owing to the lack of educational objectives or responsibilities in Japan. Through the above historical background, we try to illuminate the problem about the general education in National college of technology.