open access

https://doi.org/10.14943/b.edu.148.1

https://hdl.handle.net/2115/99988

The Translated Concept of Kun’iku and Its Ethos : Umene Satoru’s Gendai Kun’iku Shichō (1936)

日本語

Umene Satoru

2026-06-29

Faculty of Education, Hokkaido University

Bulletin of Faculty of Education, Hokkaido University

148

1-17

17

This study examines the formation and reconstruction of the concept kun’iku (訓育) in modern Japanese educational thought through a close reading of Umene Satoru’s Gendai Kun’iku Shichō (1936). While previous scholarship has situated kun’iku primarily within the intellectual genealogy of postwar “life guidance” (seikatsu shidō), little attention has been paid to the processes through which its meaning was generated and transformed through the translation and reinterpretation of Western educational concepts. Focusing on the reception of discipline, Disziplin, Zucht, and Erziehung from the Meiji period onward, this study demonstrates that kun’iku and kunren (訓練) emerged within a multilayered and unstable translation space rather than through fixed one-to-one correspondences. Against this background, the article analyzes Umene’s distinctive attempt to reconstruct education by translating Erziehung as kun’iku and systematically subordinating instruction (kyōju) and Bildung to this moral-ethical core. Drawing on the educational theories of Willmann, Schleiermacher, and Durkheim, the article further shows that Umene’s concept of kunren was not conceived as mere external discipline but as an internalized form of regulation oriented toward communal integration and ethical subject formation. By examining inconsistencies, omissions, and semantic shifts in Umene’s translation practices, this study argues that such deviations were not accidental but constituted deliberate theoretical operations through which a distinctly Japanese, kun’iku-centered educational framework was constructed.

紀要論文

Version of Record

1882-1669

AA12219452