In Swing, Seek To Go Beyond

After the second World War, the Japanese education, somewhat like its economy, has created quite a number of wonders which has attracted attention across the world. So it is of much significance to understand its education and theory having been developed during the modernization process of the East Asia so-called 'compressed high-speed growth model. This dissertation, standing from the perspective of the post-war learning ability of Japanese students and following the history of the debates on learning ability together with its theoretical debates, attempts to conjure up a developing process of such debates after the war in Japan, to seek a critical inheritance relationship regarding the development of learning ability theoretical debates, illustrate the ways in which the dilemma in the research of learning ability is considered and solved and reveal the self-denial and creativity of Japan's own educational theories.The dissertation has five chapters. The first chapter ' the Origin of Learning Ability Debates' introduces the emergence of low learning ability resulting from Japan's New Education just after the war, investigates the heated debates on the basic learning ability between the new educationists and their opponents and tries to find the focus of these debates. The second chapter 'the Standoff between the Theory of Narrow Learning Ability (TNLA) and the Theory of Broad Learning Ability(TBLA)' presents the trend of central control over education by Japanese government by using compulsory learning ability test and indicates the establishment of learning theory arising from resisting the central control from the standing point of the conflicts between TNLA and TBLA. The third chapter 'the Debates between the Theory of Scientific Learning Ability and the Theory of Attitude Learning Ability' such education quality related problems as the widening differences of learning ability and the deterioration of learning ability in the development of Japan's education at a high speed and further clarifies the dilemma in learning ability research in 1975. The fourth chapter ' the Induction of Learning Theory into Learning Ability Debates', examining issued by the Ministry of Education of Japan the new learning ability theory toward the 21^st century, analyzes how the learning ability research in 1990s Japan links the learning acquisition concepts to the theory of participation in learning activities prevailing in the western world and offers a way to consider and solve the dilemma related to learning ability. The fifth chapter 'The Expansion of Learning Ability Debates' describes the basic picture of learning ability...