Observers of early childhood education in Japan have noted a unique approach called mimamoru, which involves educators watching over and waiting on preschoolers. Professor Yosuke Hirota from Osaka Metropolitan University explored the roots of this approach in a premodern concept of nature by examining the works of Sozo Kurahashi and Kitaro Nishida. Kurahashi’s writings on education were influential in shaping early childhood education and care practices in Japan, while Nishida was a prominent philosopher during Kurahashi’s time.
In classical literary studies, the concept of nature in Japan was understood to have two meanings: voluntary, “from the self,” and spontaneous, “beyond the self.” Professor Hirota discovered that this dual concept of nature has been carried over into modern educational philosophy in Japan. He noted that Japanese educational philosophy maintains a balance between acting by one’s will and entrusting oneself to something beyond one’s will.
Kurahashi developed a theory of guidance called yūdō, which Professor Hirota likened to guiding the course of a river as it flows inevitably. Through his research, Professor Hirota found that Kurahashi’s theory of guidance has its roots in Japan’s traditional concept of nature. This connection between traditional concepts of nature and modern educational practices sheds light on the underlying philosophy that guides early childhood education and care in Japan.
The paper by Professor Hirota was published in History of Education, showcasing the significance of his findings in bridging the gap between past and present educational practices in Japan. By delving into the historical influences on Japanese early childhood education, Professor Hirota provides valuable insights into the mindset of educators and the approaches they take in nurturing preschoolers. The mimamoru approach, rooted in a premodern concept of nature, offers a unique perspective on the role of educators in guiding young children’s development.
Overall, Professor Hirota’s research highlights the importance of understanding the historical and philosophical underpinnings of early childhood education in Japan. By examining the works of influential figures like Kurahashi and Nishida, Professor Hirota uncovers the deep-rooted connections between traditional concepts of nature and modern educational practices. Through his exploration of the mimamoru approach, Professor Hirota sheds light on the intricate balance between voluntary action and acceptance of the spontaneous in Japanese educational philosophy.
