大分大学教育学部研究紀要（Res. Bull. Fac. Educ., Oita Univ.）

191

A Prosopographical Analysis of the History of Academic
Staff Members of Educational Studies in Japanese Research
Universities and Their Forerunner Institutions (1)―Method and Process of This Study and Limits ofPrevious Related Studies―SUZUKI, Atsushi＊

Abstract
Japanese educational studies have focused mainly on the ‘Heroes’
who have played an important role in the process of developing Japanese
education and educational research, particularly before 1945. In recent
years, interest in some famous Japanese post-war scholars in the field of
educational research has been growing; however, the process of thehistorical development of Japanese educational studies has not been
examined fully.

In this paper, I explain the method and process of one

series of my analyses and the limits of previous related studies.
【Key words】

Prosopography, History, Educational Studies,Japanese Research University

I Background of this research
German historian K.-P. Horn described the situation of German educational studies
as follows.

‘If you want to know the actual institutional and personnel situation of

educational studies in Germany, you can overlook it quite easily.

(…) However, if you

want to have more detailed information on the institutional and personnel development of
the educational sciences in the 20th Century in each university or as a whole in Germany,
you will face considerable difficulties.

Though there are more or less official lists ofprofessorship and professors in research universities and case studies on each universities
or person that are mostly bound tightly each other, the history of the discipline as a wholeremains in the darkness, or only the misleading description on the institutional andpersonnel history of the educational sciences is available’1).
Received October 31,2017.
＊鈴木篤（すずき・あつし） Department of Education, Oita University, 700 Dannoharu, Oita

870-1192, Japan.

日本教育学会第 76 回大会

桜美林大学

2017 年 8 月 26 日発表

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SUZUKI

He added, ‘We are lacking in entire description of the educational sciences as adiscipline that enable us to describe and analyze the institutional and personnel
development unlimited to the “Heroes” of the field’2).
His assertion was certainly made in the context of German institutions.

However, itcorresponds also in many ways to the situation regarding educational studies in Japan.
Japanese educational studies have focused mainly, to borrow Horn’s phrase, on the ‘Heroes’
who have played an important role in the process of developing Japanese education andeducational research, particularly before 1945.

In recent years, interest in some famous

Japanese post-war scholars in the field of educational research has been growing; however,the process of the historical development of Japanese educational studies has not been
examined fully.
On the contrary, it would be impossible to describe the whole process of developmentof over 100 years of Japanese educational studies in the limited space of one series ofanalyses.

Moreover, it is very difficult to gather all the relevant historical informationthat often remains unpublished.

Furthermore, the academic staff members of Japanese

educational studies belonged to many diverse institutions, especially after World War II;
hence, we are unable to deal with all of them at once.

For these reasons, we limit thediscussion to the staff members who belonged to a number of Japanese research
universities and their former institutions.

We concentrate on the course of their academic

life and base our analysis on published materials in order to fully represent the process ofinstitutional and personnel development of Japanese educational studies in each
university and its former institution.

Consequently, this will form the basis for further

detailed studies on the historical development process of Japanese educational studies.

II Process of this research
1. Method of the analysis
K.-P. Horn described his method of analysis as follows.
‘The basis of the materials for description consists of a complete survey of the staffs ofeducational sciences at the research universities, with the help of published source.

Thecollected biographical data will be complemented, revised and generalized with the help of
institutional data.

In this way, the collective biographical (kollektivbiographisch) analysisof the development of educational sciences in the 20th Century can be carried out.

Suchcollective biographical analysis has become popular more and more in last two decades in
the field of university history or science history.

Normally in this type of research, we pay

attention to the social and religious origin of professors, so that we differentiate the groups
of professors.

In this study, however, we aim the development process of the discipline.

Therefore, we put questions on the disciplinary origin and the way of qualification onto thecenter of interest.

(…) The institutional, social and personnel structure of the educational

sciences will be lighted up by this method of complete survey, and the overview of

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Prosopographical Analysis of Educational Studies 1

development of the field in German research universities (…) will be available for the firsttime’3).
The ‘collective biographical analysis’ in the quotation, is identical to the method called‘Prosopography’ in Anglo-American historical educational research.
form of historical inquiry (...).
power in their society.

‘Prosopography is a

Its object is the identification and study of the influence ofMore specifically, it seeks biographical data about their place andfamily of origin, their social status, their friends, acquaintances, and other personal
contacts, and about their careers.

It then attempts to assess the importance of family andpersonal relationships in their achievement of rank and office or function, and in
influencing the courses of action they followed in their adult careers’4).

The form of

prosopographical study depends on the purpose and object of the study.

However,prosopographical studies have a common ground in that they provide a ‘compilation of data
for the biographies of the individuals of the group; (...)

their comparison for the purpose ofnoting what qualities or characteristics they shared and in what respects they differed’5).
Using this method, we can collect the biographical data of certain groups of people andcompare them to each other in order to find the common characteristics and differences
between the groups.

2. Object and period of the analysis
The historical process of the institutional and personnel development of staff
members in educational studies in Japanese research universities and their former
institutions can be classified into at the least six periods: (1) 1886-1901, the foundation of
the

first

chair

(Kouza)ofeducational

studiesintheImperial

Universities(Teikoku-Daigaku), the first Higher Normal School (Koutou Shihan Gakkou) and the first

Higher Normal School for Female Teachers (Jyoshi Koutou Shihan Gakkou).

(2)

1902-1918, the foundation of the second chair of educational studies in the Imperial
Universities, the second Higher Normal School and the second Higher Normal School for
Female Teachers.

(3) 1919-1943, the expansion of the staff members for educational

studies as the result of the foundation of additional chairs in the Imperial Universities andtwo Universities of Literature and Science (Bunrika Daigaku).

(4) 1944-1948, thefoundation of the third and fourth Higher Normal Schools and third Higher Normal School
for Female Teachers and the disorder resulting from the end of the war.

(5) 1949-1965, thefoundation of new universities and the establishment of the higher education system afterWorld War II.

(6) 1966-1980, the reform of the higher education system after World War II

and the foundation of the ‘universities based on new concepts’ (Shin-Kousou Daigaku).

In

the 1970s, Tsukuba University as the most influential example of these new universities
was founded (1973) and Tokyo University of Education (Tokyo Kyouiku Daigaku) which
was one of the forerunner institutions of Tsukuba University and the successor institutionof Tokyo University of Literature and Science (Tokyo Bunrika Daigaku) was closed (1978).
Due to the significance of the 1970s, this analysis includes all the staff members who have

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SUZUKI

taken up positions in research universities in the field of educational studies in or before
1980.
In this series of studies, the range of prosopography we will use is limited to theacademic staff members for the educational studies in following Japanese research

universities and their forerunner institutions: Hokkaido University (Hokkaidou Daigaku),

Tohoku University (Touhoku Daigaku), Tsukuba University (the University of Tsukuba:

Tsukuba Daigaku), Tokyo University (the University of Tokyo: Toukyou Daigaku),
Ochanomizu Women’s University (Ochanomizu University: Ochanomizu Jyoshi Daigaku),
Nagoya University (Nagoya Daigaku), Kyoto University (Kyouto Daigaku), Osaka
University (Oosaka Daigaku), Nara Women’s University (Nara Jyoshi Daigaku), Hiroshima
University (Hiroshima Daigaku) and Kyushu University (Kyuushuu Daigaku) (The official
English names of the University of Tsukuba, the University of Tokyo and Ochanomizu
University on their official websites are simplified and given in this series of studies as
Tsukuba University, Tokyo University and Ochanomizu Women’s University in the samestyle as the other universities).

Some of their forerunner institutions that existed for ashort time are excluded from our analysis.

The staff members included in my studies are

only those scholars who have achieved their tenure (as lecturers, associate professors or
professors) in each university from the foundation of its forerunner institution to 1980.
The first essential step in our analysis is to identify staff members who participatedin educational studies research at the universities and their forerunner institutions.
Although we already have several publications concerning famous academic staff
members6), there are also members who are not famous, even some who have remained
unknown until today.

Therefore, first of all, we have to find out the names of the staff

members with the help of the pre-World War II ‘University Calendar’ (Daigaku Ichiran)that most institutions for higher education published yearly, the ‘Yearbook of Imperial
University’ (Teikoku-Daigaku Nenkan) that the Teikoku-Daigaku Newspaper Company(Teikoku-Daigaku Shinbunsha) published7), and the post-war ‘List of Personnel of the

Universities’ (Daigaku-Shokuin-Roku) of the Koujyunsha Company8), all of which show thenames of the staff members for each chair in each year.

Although it does not show the

research field or the name of the chair of professors, the ‘List of Personnel of Ministries andGovernment Offices’ (Monbushou Shokuin-Roku)9) provides us with comprehensive
information.

These lists of personnel do not show the exact dates of the beginning and endof their service; however, they tell us whether the identified professors in the educational
research stayed in their position each year.

(In this series of studies, the identified yearwith unidentified dates taken from these calendars or lists will be mentioned with anasterisk (*).

Therefore, the year with an asterisk corresponds to the Japanese financial

year that begins in April and ends in March.)

3. Analyzed sources
After identifying the names of the staff members, we can refer to their (summarised)195

Prosopographical Analysis of Educational Studies 1

curriculum vitae and the list of publications that are published often in university journals
before they retire to inform us of their career and academic activities.

In addition, theircomplete collected works sometimes provide a curriculum vitae and a list of publications.
Information on their career and the name of their Alma mater can be found also on thewebsite of their institution.

We refer also to some documents from the Japanese Ministryof Education (Monbushou)10) and previous related studies in order to reconstruct thebiographies of staff members11).
In addition, the ceremonial books of institutions sometimes include the lists ofpersonnel changes that can be quite valuable and informative.

In this series of studies, all

the ceremonial books of the Japanese research universities and their forerunnerinstitutions12) and those of other national and private Japanese universities will becollected and consulted, as they include related information on the staff members.

Furthermore, dictionaries such as the Dictionary of Biography (Jinbutsu-Jiten), theDictionaryof

Authors(Shippitsusha-Jiten),theDictionary

of

the

Deceased(Bukkosha-Jiten) and lists of alumni of the institutions will inform us of the dates of birthand death, career history, and the name of the Alma mater of the staff members13).

The

dates given in this series of studies are based mainly on published sources, e.g. previous
studies, dictionaries and newspapers, whereas I refrain from showing dates, even whenother unpublished sources give us possible information which has not been confirmed bypublished sources.
Moreover, a lot of information regarding scientific publication is available, when werefer to the Dictionaries of the Ph.D. Holders (Hakase-Roku/Hakase-Meikan)14), Journalsof scientific societies, university journals and online databases of scientific articles anddissertations such as the CiNii Articles of the National Institute of Informatics, plus
information from the Japanese National Diet Library and universities.
To visualise their thematic focus of scientific research of the staff, I look at their
publications and dissertations and mention some chosen publications that represent theirinterests.

The choice was made using the following three criteria: (1) only publications

written in their name are referred to (except in case where a staff member has had a great
influence in writing team), otherwise their responsibility for the publication remains
unclear.

(2) Only the publications in journals of scientific societies that represent inparticular each sub-discipline nationwide are selected.

(3) Complete collected works are

excluded, even when they are published, because in such case, the editor is at times
involved in the publication more than the staff members.
Although prosopographical studies attempt to partially assess the importance offamily and personal relationships in the achievement of rank and office or function of astaff member, there were no published documents or studies available for a detailed
analysis when I started this series of studies.

Therefore, I abandoned the idea of carryingout a detailed analysis of family and personal relationships so as not to overgeneralise andnot reach an inadequate conclusion.

196

SUZUKIIII Previous related studies and their limits
Several studies have been conducted already on the staff members of educational
studies in Japanese research universities.

Some of those studies concern the biographicaland theoretical history of famous academic staff members who taught at Japanese research
universities and their forerunner institutions, e.g. Ogasawara et.al. (2014).

We also havestudies on the history and social function of the universities/institutions, especially those of
Tohoku University, Tokyo University, Tsukuba University and Hiroshima University andtheir forerunners, by Hisatsune (2012), Hisatsune (2014), Takeuchi (2011), Suzuki (1978),
Miyoshi (1991) and Kataoka/Yamasaki (1990)15). As studies regarding the Japanese higher
education system as a whole, Shinbori (1965), Yamanoi (2007), Iwata (2011), Amano (2013)
and Amano (2016) are to be mentioned16).

However, these studies have the following

limits.
The biographical and theoretical history of staff members tends to be restricted tolooking at the ‘Heroes’ of the discipline and not to expanding the range of analysis to staff
members, who are not famous.

In the studies on the history and social function of specificuniversities/institutions, individuals are not the point of focus; in other words, thebiography, characteristics and achievements of the staff members, especially thosemembers, who are not famous, are not studied.

In addition, the studies on the higher

education system as a whole deal mostly with only the common characteristics andtendencies of the universities/institutions (even in the most detailed studies, only thecommon characteristics and tendencies of certain faculties are explored).

Therefore, they

do not focus on educational studies as a comprehensive academic discipline that includes
sub-disciplines (such as the Philosophy of Education, the History of Education, theSociology of Education), and excludes didactics of school subjects.

1. The Alma mater as part of the required career of staff members
As M. Shinbori (1965) pointed out, it is widely known that when new
universities/institutions are established, they tend to employ academic staff members who
have graduated from other older universities/institutions, and gradually increase thepercentage

of

staff

memberswho

have

graduated

from

that

particular

university/institution (as long as they possess a doctoral degree which qualify theirstudents as candidates for their staff member).
‘Inbreeding’.

Sociological studies call this process

Shinbori pointed out that, in the universities founded before World War II,

15 years after the foundation of each university/institution, approximately 40% of associate
professorships tend to be occupied by the graduates of those universities/institutions and,30 years after its foundation, one third of its professors and a half of its associate professors
tend to be graduates of that particular university/institution.

Finally, 50 years after thefoundation of an institution, approximately 90% of the staff members are usually
graduates of that particular university/institution17).

Based on Iwata (2011), six years

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Prosopographical Analysis of Educational Studies 1

after the foundation of the Imperial Universities, they tend to start employing their own
graduates the associate professors and gradually accelerating the inbreeding process.
Fifteen years after the foundation, they usually start employing new professors fromamong their graduate and, 25 years after the foundation, half of the new professors havebeen recruited generally from their graduates18).
Concerning the Imperial Universities founded before World War II, only one study on
staff members who were professors at the Faculty of Literature (FoL) and at the
Department of Literature (DoL) in the Faculty of Law and Literature (FoLaL) (based on
documents from 1899-1942) classified the Alma mater of their staff as follows:
Table 1 Alma mater of the professors of the faculty of literature and of the department of literaturein the faculty of law and literature (1899-1942)
Alma mater
Other
Number
Tokyo
Kyoto
Extra
Extra
SecondarTraditio- Foreign
Wasedaof person Imperial Imperial Course of Course ofynal Insti- University
University
University University Tokyo IU Kyoto IU
Education
tutions
Department of Literature in
the Faculty of Law andLiterature of Tohoku Imperial
University
Faculty of Literature of Tokyo
Imperial University
Faculty of Literature of Kyoto
Imperial University
Department of Literature in
the Faculty of Law andLiterature of Kyushu Imperial
University

1923-

28

53.6%

1899-1918
19191906-1923
1924-1933
1934-

24
51
36
13
12

75.0%
96.1%
83.3%
61.5%
16.7%

38.5%
66.7%

1926-

26

84.6%

11.5%

35.7%

3.6%

3.6%

8.3%
3.9%
11.1%

3.6%
12.5%

4.2%

5.6%
8.3%

8.3%
3.8%

Source: Iwata (2011), p.32 (revised by Suzuki).

In Table 1, we can see that the percentages of staff members who were the graduatesof their own institutions increased in the faculties of literature in both the Imperial
Universities in Tokyo (TIU) and Kyoto (KIU); however, this was not the case at the DoL of
the FoLaL in both the Imperial Universities in Tohoku (ThIU) and Kyushu (KsIU) where
no former graduate staff members were employed.
With regard to the Hiroshima University of Literature and Science and theHiroshima Higher Normal School (HHNS) as the forerunner institutions of Hiroshima
University, a study by Yamada (2007) in Yamanoi (2007) shows several statistics.

First,

the percentages of staff members who were graduates of the Imperial Universities in theearly period working at Hiroshima Higher Normal School (1902-1908) are shown as
follows:

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SUZUKI

Table 2 Percentages of the staff members as the graduates of the Imperial Universities
working at the Hiroshima Higher Normal School (1902-1908)
Department
Educational Sciences/Ethics
Literature/the social sciences
Science

Number of prof./ Percentage of graduates of theass. prof./lecturer
Imperial Univ. in the number
9
66.7%
28
75.0%
22
95.5%

Source: Yamada in Yamanoi (2007), p.74 (revised by Suzuki).

Table 2 indicates that the number of the staff members who graduated from theImperial Universities was quite large especially in the natural sciences in the early period,
whereas graduates of the Imperial Universities did not dominate the staffing in the
educational sciences/ethics and in literature/the social sciences.
Second, the percentages of the Alma mater of the staff members of Hiroshima
University of Literature and Science in the early period (1930) are shown as follows:
Table 3 Percentages of the Alma mater of the staff members of Hiroshima
University of Literature and Science in the early period (1930)
All prof./ass. prof./lecturer
The graduates of Imperial Univ.
who earlier graduated from HHNS

Numberof person
41

TIU
63.4%

Alma mater
KIU
ThIU
26.8%
7.3%

8

12.5%

87.5%

HHNS
2.4%

Percentage of the graduatesof Imperial University
97.6%

Source: Yamada in Yamanoi (2007), p.81 (revised by Suzuki).

As Table 3 shows, almost all staff members of the Hiroshima University of Literatureand Science graduated from the Imperial Universities; however, approximately 20% ofthem entered the Imperial University (particularly in Kyoto) after studying andgraduating from the Hiroshima Higher Normal School.

Yamada (2007) says that ‘thesehigh percentages of the staff members as the graduates of Kyoto should be regarded as theconsequence of the preferred employment of their own graduates in the Hiroshima Higher
Normal School’19).

Thus, he interpreted these facts as part of the inbreeding process.

The percentages of staff members who graduated from Hiroshima University of
Literature and Science and the Hiroshima Higher Normal School and worked at both
institutions can be illustrated as follows:
Table 4 Percentages of the staff members graduated from Hiroshima
Higher Normal School and working also there
Number of prof./
ass. prof./lecturer
Percentage of thegraduates of HHNS

1926

1921

1926

1931

1936

40

49

50

51

50

2.5%

24.5%

30.0%

60.8%

80.0%

Source: Yamada in Yamanoi (2007), p.78 (revised by Suzuki).

Prosopographical Analysis of Educational Studies 1

199

Table 5 Percentages of the staff members graduated from Hiroshima
University of Literature and Science and working also there
Number of prof./
ass. prof./lecturer
Percentage of thegraduates of HHNS

1931

1936

1941

40

51

56

30.0%

43.1%

39.3%

Source: Yamada in Yamanoi (2007), p.83 (revised by Suzuki).

On the other hand, focusing on the inbreeding process after World War II, little
attention has been given to the Alma mater of the staff members working at the Faculty of
Education (or at FoL).

However, some studies have revealed the percentages of the staff

members as their own graduates in some universities as follows:
Table 6 Percentages of the staff members as own graduates in universities
Hokkaido University
Tohoku University
Tokyo University
Tokyo University of
Education/Tsukuba University
Nagoya University
Kyoto University
Osaka University
Hiroshima University
Kyushu University

1954
55.1%
52.4%
98.0%

1963
63.7%
56.9%
96.7%

1974
64.9%
55.6%
94.3%

1984
62.4%
59.0%
89.5%

2003
51.0%
55.6%
78.0%

46.6%

46.5%

54.8%

29.5%

40.7%

21.6%
86.6%
42.0%
36.8%
52.8%

22.0%
87.5%
42.9%
40.7%
60.4%

29.7%
86.8%
57.2%
37.9%
64.1%

44.6%
84.1%
60.2%
43.1%
65.6%

44.4%
72.3%
59.6%
38.9%
55.8%

Source: Yamanoi in Yamanoi (2007), p.246 (revised by Suzuki).

This table indicates that Tokyo University and Kyoto University as the successor
institutions of the two Imperial Universities built in the Meiji Era, show a large percentage
of staff members from among their graduates, whereas the universities that were thesuccessor institutions of other Imperial Universities and those of the Universities of
Literature and Science, had only a small percentage of such staff members in the 1950s and(mostly) larger percentages in the 1970s.

The latter group of universities had started its

business by hiring the graduates of older institutions to their staff.

However, theseyounger universities tried to employ their graduates after they had educated enoughgraduates to be staff candidates.

After the 1980s, however, the percentage of staff

members who were graduates of that particular institution reduced in many universities.
According to Yamanoi (2007) who analyzed the supply-demand relation of staff
members in 13 research universities (Hokkaido, Tohoku, Tsukuba, Keio, Tokyo, Tokyo
Institute of Technology, Hitotsubashi, Waseda, Nagoya, Kyoto, Osaka, Hiroshima andKyushu), the relation in 2003 can be illustrated as follows.

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SUZUKI

Table 7 Supply-demand relation of the staff members in 13 research universities(Excluding the staff members working at other universities/institutions)
Alma materMarket share of the graduatesin 13 Universities

Hokkaido University
Tohoku University
Tsukuba University
Tokyo University
Nagoya University
Kyoto University
Osaka University
Hiroshima University
Kyushu University

5.4%
6.2%
3.8%
20.7%
4.5%
22.8%
7.3%
3.3%
6.5%

Market share of the graduatesin 12 Universities(excl. one's alma mater)
3.7%
6.4%
2.4%
39.7%
4.9%
18.3%
8.0%
1.5%
3.5%

Source: Yamanoi in Yamanoi (2007), p.251 (revised by Suzuki).

Table 7 shows us the share of each university which supplies the staff members of
research universities (The staff members working at other universities/institutions are
excluded).

This table indicates that, for example, approximately 5.4% of all the staff

members of 13 research universities comprise graduates from the Hokkaido University andthat approximately 3.7% of all staff members of the research universities, excluding
Hokkaido, comprise graduates of Hokkaido.

The percentages shown in the right line of

Table 7 indicate that supply-demand relations in universities were quite complex and thatthese universities were tied each other.

They were not only sustained separately by‘Inbreeding’, but also by these complex supply-demand relations.
As seen above, concerning the characteristics of the staff members in educational
studies, with respect to their Alma mater, only general trends as part of the required careerfor staff members were revealed.

A more detailed study remains to be conducted on thestaff of each university.

2. Required previous career for staff members
Concerning the previous career of the staff members, we know only the numbers
revealed in the study of Iwata (2011).

According to Iwata, the previous career of the staff

members engaged in the professorship of the FoL or of the DoL of the FoLaL is to beillustrated as follows (based on the documents from 1899-1942).

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Prosopographical Analysis of Educational Studies 1

Table 8 Previous careers of the staff members as professors of the Faculty of Literature orof the Department of Literature of the Faculty of Law and Literature

University of one's
professorship
DoL in FoLaL of ThIUFoL of TIU
FoL of KIU
DoL in FoLaL of KsIU

Previous career of staff members as professors
Associate prof. of IU → Prof of IU
Other positions → Prof of IU
NumberAcademic career
Practical career
Academic career
Practical careerof
Governm. Private
Governm. Private
Ministries
Imperial
Ministries
Imperial
personYear of
Journaliinstitution instit. in
Journaliinstitution instit. in/governm.
Universit/governm.
Universit
graduationsmhigherin highersmhigherin higher
officeyofficeyeducation education
education education
-1912
22
13.6%
4.5%
9.1%
13.6%
22.7%
22.7%
4.5%
9.1%
19136
100.0%
-1912
59
25.4%
23.7%
13.6%
6.8%
8.5%
11.9%
3.4%
6.8%
191316
50.0%
18.8%
18.8%
12.5%
-1912
49
26.5%
26.5%
4.1%
6.1%
26.5%
2.0%
6.1%
2.0%
191312
25.0%
41.7%
25.0%
8.3%
-1912
13
7.7%
7.7%
76.9%
7.7%
191313
38.5%
7.7%
15.4%
7.7%
7.7%
15.4%
7.7%

Source: Iwata (2011), p.40 (revised by Suzuki).

This table indicates that the previous career of the staff members who graduatedfrom universities before 1912 was quite diverse, whereas those who graduated fromuniversities after 1913 tended to have career histories limited to positions within
universities.

Iwata (2011) points out that ‘from the Taisho Era, the market ofprofessorship at the Imperial Universities became more exclusive’ and that ‘career building
only in the Imperial Universities became the standard course for professorship’20).
However, interestingly, in the FoL and the DoL of the FoLaL ‘the percentage of theprofessors built their career only in the Imperial Universities ... was not so high.

In theFoL, there could be an alternative pattern that they sent the most brilliant graduates
firstly to other universities/institutions than Imperial Universities and kept them waiting
there for years, so that they recruited some of them with the most suitable achievement
and personality for the professorship as the professors or associate-professors of theImperial Universities’21).

According to Iwata, probably there were different types ofprevious careers required for the staff members of educational studies in both the FoL and
the FoLaL of the Imperial Universities from in the Universities of Literature and Science.
As seen above, the previous career required for the staff members in the FoL and the
FoLaL of the Imperial Universities has been identified already; however, a more detailed
study remains to be conducted on the staff members of the Universities of Literature andScience before World War II and of each university after the War.

3. The subsequent careers of staff members
Regarding the later career of the staff members of research universities/institutions,
we only have the percentages that were discovered by Iwata (2011).

According to him, thelater careers of the staff members (as associate professors of the FoL or of the DoL of the
FoLaL), i.e. their careers after their retirement or their move to another institution is to beillustrated as follows (based on the documents from 1899-1942).

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SUZUKI

Table 9 Subsequent careers of the staff members (associate professor of the Faculty of Literature orof the Department of Literature of the Faculty of Law and Literature) after their retirement or
their move
University of one's
associate
professorship
DoL in FoLaL of ThIUFoL of TIU
FoL of KIU
DoL in FoLaL of KsIU

Susequent careers of staff members as associate professor
Academic career
Practical career
NumberProf. of
Assoc. Prof. of Prof. of Prof. of Higher Ministries
Year of careerofProf. of
Journalisameprof. ofIU
HNS/ private
educ. /governm
start in that
personother IU
sm
univ.
other IU overseas UoLaS
univ. overseas . officeuniversity
12
66.7%
16.7%
16.7%
1923-1926
58
63.8%
5.2%
1.7%
1.7%
3.4%
12.1%
1.7%
3.4%
3.4%
1899-1926
31
87.1%
6.5%
3.2%
1907-1926
1926
3
100.0%

Other
Death

1.7%
3.2%

Unknown
1.7%

Source: Iwata (2011), p.66 (revised by Suzuki).

Table 9 shows us the expanding possibilities for the later careers of the staff members(as associate professors).

Particularly following the order from Kyushu, Tohoku, Kyoto

and Tokyo, or in chronological order of the period under examination, they had more
possibilities in their subsequent careers.

Specifically, the earlier their career started, themore possibilities there were for their subsequent career after their retirement or move toanother institution.

In other words, they were less limited to being a professor at theuniversity to which they belonged.

Nonetheless, more than 60% of the associate

professors in all of the universities became professors of the universities where they wereassociate professors and only the remaining positions of professorship were open to
candidates who worked at other universities.

Therefore, supposedly, professors who built

their careers outside the Imperial Universities could only fill the positions that were notoccupied already by the group of professors who built their careers in the Imperial
Universities.
As seen above, the later career of the staff members in the FoL and the FoLaL of theImperial Universities have been identified already; however, a more detailed study
remains to be conducted on the staff members in the Universities of Literature and Science
before World War II and in each university after the War.

4. Staff members’ experience of studying abroad
To quote Tsuji (2010), the Ministry of Education’s system of sending students to study

abroad (Monbushou Ryuugakusei Seido) ‘that had been introduced and sustained to assist

the construction of the Imperial Universities before 1919’ was ‘changed after 1920 into apart of the education and training course of staff members who would work at theeducational institutions of the government’.

In other words, ‘the aim of selection of

students who were sent to study abroad was before 1919 mainly recruiting the staff
members of the Imperial Universities and the colleges newly established by thegovernment (particularly vocational colleges).

The ministerial students who worked athigh school before studying abroad (particularly specialized in natural sciences) were sent
to other countries only with the intention of recruiting them afterwards to the Imperial
Universities and the colleges.

(...)

However, the function of this system of studying

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Prosopographical Analysis of Educational Studies 1

abroad as the selection and placement of staff candidates in the initiative of the Ministry of
Education was changed after 1920 into the education and training of own staff in theinitiative of each college’22). In addition, there are several studies, such as Suzuki (2010)
and Suzuki (2013), on staff members sent to study abroad by the Ministry of Education in
the discipline of educational studies23).
As seen above, with regard to the characteristics of the staff members of educational
studies, and with respect to their experience of studying abroad, only general trends havebeen revealed.

A more detailed study remains to be conducted on the staff members ofeach university.

5. The Ph.D. degrees of staff members
Little attention has been paid to the Ph.D. degrees of staff members.

We can only

refer to the studies available on the percentages of staff members with Ph.D. degrees andthe date of acquisition in certain institutions.
The Japanese Ph.D. system was constructed under three laws: the first Law of Degree(Gakuirei) of 1887, the second Law of Degree of 1898 and the third Law of Degree of 1920.

In the era of the first and second Laws of Degrees, it was possible to acquire a Ph.D. degreein three different ways: (1) by passing a doctoral exam at a graduate school, (2) byrecommendation of the board of the Imperial Universities (at the time of the first Law ofDegree) or that of the presidents of the Imperial Universities and of the Societies of Ph.D.
Scholars (Hakushikai) (at the time of the second Law of Degree) and (3) by submitting adoctoral thesis and passing a subsequent examination.

However, due to the third Law ofDegree, the Ph.D. degree was no more available by passing an exam and byrecommendation.

Now, it is available only by submitting a thesis (or testifying the samelevel of scientific productivity) after studying in a doctoral programme at a graduate schoolfor at the least two years.
Regarding the Ph.D. degree system before World War II, Iwata (2011) says that at thetime of the first and second Laws of Degrees ‘everyone could acquire a Ph.D. degree byrecommendation of the president of the Imperial Universities without submitting adoctoral thesis, once he could become a professor at an Imperial University.

(...)

Ph.D.

degree of this epoch was nothing but the “honor of the government” for the people whoachieved professorship at Imperial University.

In contrast, professors of otheruniversities (colleges) could acquire a Ph.D. degree, only when they submit a thesis to an
Imperial University or receive a recommendation of the Society of Ph.D. Scholars.
Therefore, all the professors at other institutions than the Imperial Universities did notpossess a Ph.D. degree.

In addition, even when they could achieve a degree, they were 10

to 15 years older than the professors of Imperial Universities at the moment ofachievement’24).

Iwata summarised the ways of acquiring a Ph.D. degree in both theImperial Universities in Tokyo and Kyoto before 1920 as follows:

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SUZUKI

Table 10 Way of acquisition of the Ph.D. degree in Imperial Universities before 1920

University of one's
professorshipFoL of TIU
FoL of KIU

Place of awarding Ph.D degrees
By
TIU
KIU
recommeNumber ofBy
By
ndation ofBy
By
personrecommerecommethe
submitsubmitndation ofndation of Society ofting thesisting thesis
president
president
Ph.D.
29
34.5%
41.4%
24.1%
34
29.4%
2.9%
64.7%
2.9%

Source: Iwata (2011), p.84 (revised by Suzuki).

As it is shown clearly in Table 10, most degrees were given not due to the thesis, but
on recommendation in this epoch.
However, at the time of the third Law of Degree, the doctoral thesis began to beconsidered a requisite for professorship and there were professors who kept working
without a Ph.D. degree, as they were able to have become professors without a doctoral
thesis25).

Iwata conducted a chronological analysis on the acquisition of the degrees of theprofessors of the Imperial Universities who started their career after 1920 as follows:
Table 11 Acquisition of the Ph.D. degree of the professors of Imperial
Universities started their career after 1920
University of one's
professorshipYear of career startin that university

DoL in FoLaL of ThIU

1923-1926
1927-1941
1920-1926
1927-1941
1920-1926
1927-1941
1926-1941

FoL of TIU
FoL of KIU
DoL in FoLaL of KsIU

Number of
person
15
13
10
36
3
24
26

Acquisition of the Ph.D. degree
BeforeWithin Later thanNo Ph.D/
career first three the forthUnknown
start
years
year
33.3%
20.0%
46.7%
7.7%
15.4%
76.9%
80.0%
10.0%
10.0%
61.1%
13.9%
11.1%
13.9%
100.0%
95.8%
4.2%
15.4%
3.8%
50.0%
30.8%

Source: Iwata (2011), p.94 (revised by Suzuki).

This table indicates that, after the third Law of Degree in 1921, the percentage ofprofessors who already had a Ph.D. degree before they achieved a professorship was quite
high in TIU and KIU, whereas there were many professors who had never achieved a
degree or whose degree was not found in ThIU and KsIU.

However, after 1927, professors

tended to acquire a degree, not always before their career in the Imperial Universities.
With regard to the situation after World War II, namely at the time of theregeneration and reform of the Japanese higher education system after the War, Amano(2016) pointed out that it was quite difficult to find staff members with adequate academic
competence in the process of the (re)authorisation of the former colleges as new
universities.

To qualify as a staff member, one of the following four criteria at the least

was required: (1) a Ph.D. degree, (2) a testified scientific productivity at the same level as
the Ph.D. degree, (3) a teaching experience and academic publication, and (4) evidence ofthe quality of the content of one’s teaching.

The percentages of the staff members who

graduated from a university before the War was 85% even at the former universities, 58%

Prosopographical Analysis of Educational Studies 1

205

at the former colleges (Kyusei Senmon Gakkou), 69% at the former Higher Normal Schools(Kyusei Koutou Shihan Gakkou), 50% at the former Normal Schools (Kyusei Shihan
Gakkou) and 45% at the former Training Institute for Teachers of Young Men’s Schools(Kyusei Seinen Shihan Gakkou)26). In this situation, not only the new universities thatwere founded on the basis of the former Normal Schools, but also those founded on theImperial Universities such as the Tokyo University had such difficulties that ‘Nanbara’, as

the president of the new Tokyo University, at first ‘hesitated to establish a new faculty foreducation because of “the lack of personnel and material resources” that wereindispensable for new independent faculty.
situation’27).

Other universities were facing same

In 1947, before the regeneration and reform of the Japanese higher

education system after World War II, there were only 136 staff members who owned a Ph.D.
degree (in Literature) working at the former universities, 14 at the former high schools,

nine at the former Preparatory Courses for University (Daigaku Yoka), 30 at the former
colleges, three at the former Higher Normal Schools and five at the former Normal
School28).
Only a few studies have been conducted on the development of the number of the staff
members holding a Ph.D. degree in the FoL or Faculty of Education of each university
separately(The only exception is the study of Hisatsune (2012) that examined the case of

the FoE of Tohoku University).

On the other hand, a study has figured out the following

percentages of staff members with Ph.D. degrees in each university as a whole:
Table 12 Percentages of the staff members with Ph.D. degree in each university
Hokkaido University
Tohoku University
Tokyo University
Tokyo University of
Education/Tsukuba University
Nagoya University
Kyoto University
Osaka University
Hiroshima University
Kyushu University

1954
33.9%
36.3%
45.1%

1963
73.2%
73.6%
72.0%

1974
68.2%
72.9%
72.2%

1984
75.7%
76.8%
72.5%

2003
83.6%
86.0%
81.6%

19.4%

50.9%

57.6%

61.7%

78.4%

38.4%
46.9%
47.8%
16.6%
40.0%

66.7%
71.5%
74.7%
40.3%
65.7%

71.4%
75.9%
81.0%
62.3%
71.6%

83.2%
80.9%
82.5%
67.0%
78.5%

83.5%
87.9%
89.7%
79.6%
87.0%

Source: Yamanoi in Yamanoi (2007), p.252 (revised by Suzuki).

This table informs us that in 1954, the institutions founded on the basis of the small
former Imperial Universities (Hokkaido, Tohoku, Nagoya, Osaka and Kyushu) and theformer University of Literature and Science (Tokyo University of Education/Tsukuba andHiroshima) had only a few staff members with a Ph.D. degree; however, they raised thepercentage quite rapidly in the next decade.
As seen above, concerning the characteristics of the staff members of educational
studies, with respect to their Ph.D. degree, only general tendencies have been explored.
more detailed study remains to be conducted on the staff of each university.

A

206

SUZUKI

6. The gender of staff members
In addition, there is a point that has been strangely neglected by historians: almost
no attention has been paid to the gender of staff members until today.

7. Six aspects for a more detailed research
In view of previous studies, I will attempt conducting a more detailed research oneach university, namely a prosopographical analysis on the history of the academic staff
members of educational studies in Japanese research universities and their forerunnerinstitutions on the basis of the following five aspects: (1) the gender of staff members, (2)the Alma mater as a career requirement for staff members, (3) required previous career for
staff members, (4) the subsequent careers of staff members, (5) staff members’ experienceof studying abroad and (6) the Ph.D. degree of staff members.

References
1) Horn, K.-P. 2003 Erziehungswissenschaft in Deutschland im 20. Jahrhundert.Bad
Heilbrunn/Obb., p.11.
2) Horn (2003), p.12.
3) Horn (2003), p.18.
4) Beech, G. 1992 ‘Prosopography’. Medieval Studies. An Introduction, 2nd ed. Ed. Powell, J.M.
Syracuse, N.Y. pp.185-226., p. 185.
5) Beech (1992), p. 186.
6) There are a number of publications concerning famous academic staff members. Particularly,
following publications are quite informative: 教育大辞書編輯局編（1907, 1908）『教育大辞書』
同文館, 唐澤富太郎（1971）『日本近代教育史事典』平凡社, 唐澤富太郎編著（1984）『図説教育人物事典：日本教育史のなかの教育者群像』ぎょうせい, 小笠原道雄・田中毎実・森田尚人・矢野智司著（2014）『日本教育学の系譜 吉田熊次 篠原助市 長田新 森昭』勁草書房 (Ogasawara
et.al. 2014).
7) In this series of studies, the ‘University Calendar’ means following publications: 東北帝
国大学（1923-1944）『東北帝国大学一覧』東北帝国大学, 東京帝国大学（1886-1943）『東京帝国大学一覧』東京帝国大学, 東京高等師範学校（1902-1921）『東京高等師範学校一覧』東京高等師
範学校, 東京高等師範学校（1922-1928）『東京高等師範学校第一臨時教員養成所一覧』東京高等師範学校, 東京文理科大学（1929-1932）『東京文理科大学東京高等師範学校・第一臨時教員養成所一覧』東京文理科大学, 東京文理科大学（1933-1939）『東京文理科大学東京高等師範学校一覧』
東京文理科大学, 東京文理科大学（1940-1939）『東京文理科大学東京高等師範学校東京第一臨時
教員養成所一覧』東京文理科大学, 東京女子高等師範学校（1892-1912）『東京女子高等師範学校一覧』東京女子高等師範学校, 東京女子高等師範学校（1912-1938）『東京女子高等師範学校第六臨時教員養成所一覧』東京女子高等師範学校, 京都帝国大学（1902-1943）『京都帝国大学一覧』
京都帝国大学, 奈良女子高等師範学校（1913-1921, 1932-1944）『奈良女子高等師範学校一覧』奈良女子高等師範学校, 奈良女子高等師範学校（1922-1931）『奈良女子高等師範学校第三臨時教員養成所一覧』奈良女子高等師範学校, 広島高等師範学校（1904-1921）『広島高等師範学校一覧』
広島高等師範学校, 広島高等師範学校（1922-1928）『広島高等師範学校第二臨時教員養成所一覧』
広島高等師範学校, 広島文理科大学（1929-1933）『広島文理科大学広島高等師範学校第二臨時教員養成所一覧』広島文理科大学, 広島文理科大学（1933-1938）『広島文理科大学広島高等師範学

Prosopographical Analysis of Educational Studies 1

207

校元第二臨時教員養成所一覧』広島文理科大学, 広島文理科大学（1939）『広島文理科大学広島高等師範学校一覧』広島文理科大学, 広島文理科大学（1941-1943）『広島文理科大学広島高等師範学校広島臨時教員養成所一覧』広島文理科大学, 九州帝国大学（1926-1944）『九州帝国大学一覧』
九州帝国大学.
The ‘Yearbook of Imperial University’ means following publications: 帝国大学新聞社『帝国大学年鑑』帝国大学新聞社（1934-1937, 1941, 1943）.
8) In this series of studies, the ‘List of Personnel of the Universities’ means following
publications: 大学職員録刊行会編（1954）『大学職員録』広潤社, 大学職員録刊行会編（1958-1977）『全国大学職員録』広潤社, 大学職員録刊行会編（1978-2006）『全国大学職員録（国公立大学編,
私立大学編）』廣潤社.
9) In this series of studies, the ‘List of Personnel of Ministries and Government Offices’ means
following publications: 文部大臣官房秘書課（1938 年～1944 年）『文部省職員録』文部大臣官房秘書課、大蔵省印刷庁編（1949 年）『職員録 昭和二十四年九月十日現在』大蔵省印刷庁、文部省
大臣官房人事課編（1950 年～2000 年）『文部省職員録』財団法人文教協会、人事興信所編（1951年）『日本職員録 昭和二十六年』人事興信所。
10) 文部省編（1904）『教育の効果に関する取調』文部省, 文部省編（1909）『元文部省外国留学生一覧』文部省, 文部省編（1917, 1918, 1920）『文部省外国留学生表』文部省.
11) 渡辺實（1977-1978）『近代日本海外留学生史（上巻, 下巻）』講談社, Hartmann, R. 2003
Japanische Studenten an der Berliner Universität 1920-1945. Berlin., Hartmann, R. 2005
Japanische Studenten an deutschen Universitäten und Hochschulen 1868-1914. Berlin, 森川
潤（2009）『明治期のドイツ留学生―ドイツ大学日本人学籍登録者の研究』雄松堂出版, 辻直人（2010）『近代日本海外留学の目的変容―文部省留学生の派遣実態について』東信堂 (Tsuji 2010),
Suzuki, A. 2010 ‘Wissenstransfer durch staatliche Stipendiaten in Japan vor 1920. Ihre
ambivalente Auseinandersetzung mit der deutschen Erziehungswissenschaft’. Jahrbuch fürHistorische Bildungsforschung. Jg. 15, pp.41-70, Suzuki, A. 2013 ‘Japanische-deutsche
Beziehungen in der Erziehungwissenschaft des 20. Jahrhunderts’. Netzwerke inbildungshistorischer Perspektive. Ed. Grunder, H.-U. Bad Heilbrunn, pp.132-141.
12) 北海道大学編著（1980）『北大百年史（通説, 部局史）』ぎょうせい, 北海道大学教育学部創設
50 周年記念事業委員会編（1999）『写真でつづる教育学部 50 年（1949～1999）［21 世紀を展望して］』北海道大学教育学部創設 50 周年記念事業委員会, 東北大学編（1960）『東北大学五十年史（上, 下）』東北大学, 東北大学百年史編集委員会編集（2009）『東北大学百年史（1～11 巻）』
東北大学研究教育振興財団, 東北大学教育学部五十年史編集委員（1999 年）『東北大学教育学部
50 年の歩み：1949〜1999』東北大学教育学部, 東京大学百年史編集委員会編『東京大学百年史（部局史 1～4, 通史 1～3, 資料 1～3）』東京大学出版会, 東京大学教育学部史編集委員会編（1982）『東京大学教育学部 30 年記念誌』東京大学教育学部, 東京大学大学院教育学研究科・教育学部創立 50 周年記念誌編集委員会編（1999）『東京大学大学院教育学研究科・教育学部 50 周年：
1949-1999』東京大学大学院教育学研究科・教育学部, 東京文理科大学東京高等師範学校（1931）『創立六十年』東京文理科大学東京高等師範学校, 東京文理科大学（1950）『東京文理科大学閉学記念誌』東京文理科大学, 筑波大学大学院修士課程教育研究科編（1998）『筑波大学教育研究科創立 20 周年記念誌』筑波大学大学院修士課程教育研究科, 東京教育大学教育学部（1978）『東京教育大学閉学記念誌－教育学部－』東京教育大学教育学部, 「お茶の水女子大学百年史」刊行委員
会（1984）『お茶の水女子大学百年史』「お茶の水女子大学百年史」刊行委員会, 名古屋大学史編
集委員会編（1989）『名古屋大学五十年史（通史 1～2, 部局史 1～2）』名古屋大学出版会, 名古屋
大学教育学部四十年史委員会編（1993）『名古屋大学教育学部 四十年の歩み』名古屋大学教育学部, 教育学部創設 50 周年記念事業委員会（1999）『 写真集 名古屋大学教育学部の歴史 1945-1999』
教育学部創設 50 周年記念事業委員会, 京都帝国大学編（1943）『京都帝国大学史』京都帝国大学,
京都大学百年史編集委員会編『京都大学百年史（総説編, 部局史編 1～3, 資料編 1～3）』京都大208

SUZUKI

学後援会, 京都大学文学部編（1956）『京都大学文学部五十年史』京都大学文学部, 「京都大学文学部の百年」編集委員会編（2006）『京都大学文学部の百年』京都大学大学院文学研究科・文学部, 京都大学教育学部四十年記念誌編集委員会編（1989）『京都大学教育学部四十年記念誌』京都大学教育学部, 京都大学教育学部六十年史編集委員会編（2009）『京都大学教育学部六十年史：（1989-2009）』京都大学教育学部, 大阪大学編（1956）『大阪大学二十五年誌』大阪大学, 大阪大学文学部創立 50 周年記念写真集編集委員会編集（1998）『大阪大学文学部 50 年の歩み』大阪大学文学部創立 50 周年記念事業実行委員会, 大阪大学五十年史編集実行委員会編（1983）『大阪
大学五十年史（通史, 部局史）』大阪大学, 奈良女子大学六十年史編纂委員会編（1970）『奈良女子大学六十年史』奈良女子大学, 奈良女子大学八十年史編纂委員会編（1990）『奈良女子大学八十年史』奈良女子大学, 奈良女子大学百年史編纂委員会編（2010）『奈良女子大学百年史』奈良女子大学, 広島文理科大学・広島高等師範学校共編（1942）『創立四十年史』広島文理科大学, 広島文理科大学創立五十周年記念事業会（1980）『広島文理科大学創立五十周年』広島文理科大学創立五十周年記念事業会, 広島大学二十五年史編集委員会編（1977）『広島大学二十五年史（通史, 包括校史, 部局史）』広島大学, 広島大学 50 年史編集専門委員会, 広島大学 50 年史編集室編（2003）『広島大学五十年史（通史編, 資料編上・下）』広島大学, 九州大学創立五十周年記念会編（1967）『九州大学五十年史（通史, 学術史上・下）』九州大学創立五十周年記念会.
13) 日外アソシエーツ編集部（2000）『新訂増補 人物レファレンス辞典 明治・大正・昭和（戦前）
編 あ～し』日外アソシエーツ株式会社, 日外アソシエーツ編集部（2000）『新訂増補 人物レファ
レンス辞典 明治・大正・昭和（戦前）編 す～わ』日外アソシエーツ株式会社, 日外アソシエー
ツ編集部（2003）『新訂増補 人物レファレンス辞典 昭和（戦後）・平成編 あ～す』日外アソシ
エーツ株式会社, 日外アソシエーツ編集部（2003）『新訂増補 人物レファレンス辞典 昭和（戦後）・平成編 せ～わ』日外アソシエーツ株式会社, 日外アソシエーツ編集部（2010）『新訂増補 人物レファレンス辞典 明治・大正・昭和（戦前）編 II（2000-2009）あ～す』日外アソシエーツ株
式会社, 日外アソシエーツ編集部（2000）『新訂増補 人物レファレンス辞典 明治・大正・昭和（戦前）編 II（2000-2009）せ～わ』日外アソシエーツ株式会社, 日外アソシエーツ編集部（2013）『新訂増補 人物レファレンス辞典 昭和（戦後）・平成編 II（2003-2013）あ～す』日外アソシエーツ株式会社, 日外アソシエーツ編集部（2003）『新訂増補 人物レファレンス辞典 昭和（戦後）・
平成編 II（2003-2013）せ～わ』日外アソシエーツ株式会社, 日外アソシエーツ編集部（2008）『人物レファレンス辞典 郷土人物編 あ～せ』日外アソシエーツ株式会社, 日外アソシエーツ編
集部（2008）『人物レファレンス辞典 郷土人物編 そ～ん』日外アソシエーツ株式会社, 佃実夫ほか編（1978）『現代日本執筆者大事典（第 1 巻～第 4 巻』日外アソシエーツ, 紀田順一郎ほか編（1984）『現代日本執筆者大事典 77/82 （第 1 巻～第 4 巻）』日外アソシエーツ, 紀田順一郎ほか
編（2003）『現代日本執筆者大事典：第 4 期（第 1 巻～第 4 巻）』日外アソシエーツ, 日外アソシ
エーツ株式会社編（1983）『昭和物故人名録：昭和元年～54 年』日外アソシエーツ, 日外アソシ
エーツ株式会社編（1983）『現代物故者事典 1980 年～1982 年』日外アソシエーツ, 日外アソシ
エーツ株式会社編（1988）『ジャパン who was who : 物故者事典 1983-1987』日外アソシエー
ツ, 日外アソシエーツ株式会社編（1993, 1994, 1997, 2000, 2003, 2006, 2009, 2012, 2015）『現代物故者事典（1988 年～1990 年, 1991 年～1993 年, 1994 年～1996 年, 1997 年～1999 年, 2000
年～2002 年, 2003 年～2005 年, 2006 年～2008 年, 2009 年～2011 年, 2012 年～2014 年）』日外アソシエーツ, 日外アソシエーツ株式会社編（2005 年）『人物物故大年表 日本人編 1』日外アソ
シエーツ, 日外アソシエーツ株式会社編（2006 年）『人物物故大年表 日本人編 2』日外アソシエーツ, 文部省学術国際局監修, 日本学術振興会編（1979-1996）『研究者・研究課題総覧（人文・社会科学編）』日本学術振興会, 茗渓会編（1984 年）『茗渓会員名簿 昭和五十九・六十年』茗渓
会、尚志会編（1993 年）『平成 5 年度 会員名簿（年次別）』尚志会.
14) In this series of studies, the Dictionaries of the Ph.D. Holders mean following publications:
日本博士名鑑編纂委員会編（1982）『日本博士名鑑』竹書房, 教育行政研究所（1985）『日本博士
録（第 1 巻～第 4 巻）』日本図書センター.

Prosopographical Analysis of Educational Studies 1

20915) 久恒拓也（2012 年）「新制東北大学における教員養成の展開：教員組織を中心に」, 『教育学研究紀要』第 58 巻第 1 号, 106-111 頁 (Hisatsune 2012), 久恒拓也（2014 年）「新制大学発足時の「大学における教員養成」体制：東北大学の教員審査書類の分析を中心に」, 『日本の教育史
学』第 57 号, 71-83 頁 (Hisatsune 2014), 鈴木博雄（1978）『東京教育大学百年史』日本図書文化協会 (Suzuki 1978), 三好信浩（1991）『日本師範教育史の構造－地域実態氏からの解析－』東洋館出版社 (Miyoshi 1991), 片岡徳雄, 山崎博敏（1990）『広島高師文理大の社会的軌跡』広島
地域社会研究センター (Kataoka/Yamasaki 1990), 竹内洋（2011）『革新幻想の戦後史』中央公論新社 (Takeuchi 2011).
16) 新堀通也（1965）『日本の大学教授市場－学閥の研究－』東洋館出版社 (Shinbori 1965), 山野
井敦徳編著（2007）『日本の大学教授』玉川大学出版部 (Yamanoi 2007), 岩田弘三（2011）『近代日本の大学教授職－アカデミック・プロフェッションのキャリア形成－』玉川大学出版部(Iwata 2011), 天野郁夫（2013）『高等教育の時代（上・下）』中央公論新社 (Amano 2013), 天野郁夫（2016）『新制大学の誕生 大衆高等教育への道（上・下）』名古屋大学出版会 (Amano 2016aand 2016b).
17) Shinbori (1965), p.84.
18) Iwata (2011), p.61.
19) 山田浩之（2007）「高等師範学校と文理科大学の大学教授市場」(Yamada 2007) in Yamanoi(2007), p.82.
20) Iwata (2011), p.45.
21) Iwata (2011), p.50.
22) Tsuji (2010), pp.197-198.
23) See. Suzuki (2010) and Suzuki (2013).
24) Iwata (2011), p.92.
25) Iwata (2011), pp.97-98.
26) Amano (2016b), pp.566-567.
27) Amano (2016b), p.601.
28) Amano (2016b), p.566.

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SUZUKI日本の研究大学ならびにその前身高等教育機関における教育学研究スタッフに着目した教育学研究の歴史的発展過程の一側面に関するプロソポグラフィ的研究 (1)―研究手法，研究の流れ，先行研究の課題―
鈴
【要

旨】

木

篤

長年，日本の教育学研究は主に戦前期に活動した一部の「ヒーロー」に目を向ける一方，戦前・戦後に活動した無数の教育学研究スタッ
フのほとんどには十分に目を向けてこなかった。近年，戦後の教育学史や教育理論史に関してもいくつかの研究が発表されるようになったが，これらの研究においても，日本の教育学の発展については十分に解明が試みられているとは言い難い状況にある。本稿では，一連の研究で用いる手法と研究の流れ，先行研究の課題について解明を行った。
【キーワード】プロソポグラフィ

歴史

教育学研究

日本の研究大学