아베정권의 교육재생정책과 정책 형성 과정 - 교육기본법 개정과 도덕의 교과화를 중심으로

Abe administration's education reform policy and its formation process; Focusinng on the Basic Act on Education and the introduction of moral education as a subject

This paper examines the changes in history education policy in Japan, focusing on the revision of the Basic Act on Education and the introduction of moral education as a subject among the educational policies promoted by Prime Minister Shinzo Abe during his long reign. After the war, Japan's education policy was established through careful discussion, while being mindful of maintaining neutrality from external public authorities, in the sense of reflecting on the state-centered education of the prewar period. As a result of these efforts, postwar Japanese education has come to be called peace education and democratic education. However, postwar peace and democratic education have been challenged by conservative forces. Following the advent of globalization, Japanese society faced a growing sense of pressure and crisis to strengthen its international competitiveness. Japan's conservative forces sought to establish a new national unity and Japanese identity by emphasizing patriotism, respect for tradition and culture, and public service. Many of the education “reform” policies promoted under the Abe administration highlighted educational problems resulting from inequality and competition under neoliberal structural reform, and by leveraging public opinion to their advantage, they were able to push forward educational policies that had long been unreachable. The Abe administration's education reform policy was carried out in the following order: consideration by the LDP, consideration and presentation of specific directions by the Education Rebuilding Implementation Council, consideration and system design by the Central Council for Education and the Ministry of Education, Culture, Sports, Science and Technology, and final approval within the LDP. Ultimately, it is important to note that the goals desired by Japan's conservative forces, such as the Basic Act on Education and the introduction of moral education as a subject, were achieved through the Prime Minister's Office's initiative and the strengthening of the role of private advisory bodies.

この論文は日本の歴史教育政策の変化を考察したものである。とくに、 安倍晋三首相の長期執権期に推進した教育再生政策のなかで、教育基本 法改正と道徳の教科化に焦点を当てて分析したものである。 戦後、日本の教育政策は、戦前の国家中心の教育を反省するという意味 で、外部の公権力から中立を維持するという点に注意しながら慎重な議論 を経て確立されていた。このような努力の結果、戦後日本の教育を平和教 育、民主教育という。ところが戦後の平和·民主教育は保守勢力から挑戦を 受けてきた。 グローバル化以降の日本社会では、国際競争力強化に対する強迫と危 機意識の膨張に直面していた。日本の保守勢力は愛国心と伝統と文化尊 重、公共性などを強調し、国民統合と日本人としてのアイデンティティを新 たに確立しようとした。安倍政権下で推進された多くの教育「改革」政策は、 新自由主義構造改革の下での格差と競争に起因する教育問題を浮き彫り にしながら、世論を有利に利用して長期間合意に至らなかった教育政策を 推進することができた。 安倍政権における教育再生政策は、自民党の検討、教育再生実行会議に おける検討と具体的な方向提示、中央教育審議会、文部科学省での検討と制度設計、自民党内での最終的な了解の順で行われた。結局、教育基本法や 道徳の教科化など、日本の保守勢力が望んだ目標が実現されたのは、官邸 主導で私的諮問機関の役割強化を通じて推進されたという点に注目する 必要がある。安倍政権内での政府と自民党と共明党の協力体制維持も政 策形成に少なからず影響を及ぼした。