從丸井圭治郎《蕃童教育意見書》看日治大正與昭和時期原住民教育政策的發展

Development of Taiwan Indigenous Education Policy in Japanese Taisho and Showa Period: Focusing on Keijiro Marui's Opinion on Education for Indigenous Children

10.6869/THJER.202306_40(1).0003

張耀宗(Chang Yao-Chung)

丸井圭治郎 ； 日治大正與昭和時期 ； 原住民教育政策 ； 《蕃童教育意見書》 ； Kejiro Marui ； Japanese Taisho and Showa Period ； educational policy for indigenous peoples ； Opinion on Education for Indigenous Children

清華教育學報

40卷1期（2023 / 06 / 30）

85 - 112

繁體中文;英文

研究目的：本文以丸井圭治郎於1913年（大正2年）7月15日所提出的《蕃童教育意見書》為基礎，探討臺灣總督佐久間左馬太「理蕃五年計畫」之後，原住民教育政策的發展。研究設計／方法／取徑：本文屬歷史研究，除了透過丸井《蕃童教育意見書》的探討外，也佐以相關歷史文獻的分析與討論，以進一步瞭解日治大正與昭和時期的官方原住民教育政策。研究發現或結論：本文整理分析《蕃童教育意見書》的內容後，得到如下的結果：一、持續「蕃人教育」與「蕃童教育」的雙元發展；二、多一些教育的意味，係指警察本署所掌管的蕃童教育應更有教育的意味，這也凸顯出位於蕃地的蕃童教育所並非「學校」，也不屬於學校教育；三、蕃童特別教育的實施，係指從教育所畢業的原住民兒童中，選拔學業成績優良、有意升學、體格健壯、操行優良、意志堅定之可造就之學生，給予公費以進入上一級學校就讀；四、蕃童教育持續往同化教育發展。研究原創性／價值：本文認為丸井係從「由外而內」與「由內而外」兩角度來瞭解原住民的心理現象，前者鼓勵警察與教師要熟悉原住民語言，後者則是原住民應有屬於自身的教科書與教材，但只局限於國語科。教育政策建議與應用：丸井的觀點對現行臺灣原住民族教育的啟發，包含原住民族地區任教的教師能熟悉當地的族語，以及要有屬於原住民族主體、部落本位的教科書與教材等。

Research Purpose: This article is based on the Opinions on Education of Indigenous Children submitted by Kejiro Marui on July 15th, 1913, and explores the development of educational policy for indigenous peoples after Taiwan's Governor Sakuma Samata's "Five-Year Plan for Indigenous Peoples." Research Design/Method/Approach: This article presents historical research. In addition to the discussion of Marui's Opinion on Education for Indigenous Children, it also presents the analysis and discussion of relevant historical documents to further understand the official indigenous education policies during the Japanese rule in the Taisho and Showa periods. Research Findings or Conclusions: This study analyzed the contents of the Opinion on Education for Indigenous Children and suggests: 1). Continuation of the dual development of "Indigenous people's education" and "Indigenous children's education." 2). Enhance the meaning of education in indigenous children's education, particularly under the control of the Police Department. This also highlighted the fact that indigenous children's educational institution in indigenous areas were not actually "schools," and cannot be considered schooling. 3). The implementation of special upward education for indigenous children meant selection of indigenous children who had excellent academic performance intended for further studies, had a strong physique, good conduct, and firm will, had graduated from educational institutions, and were given public funds to enter the upper-level school. 4. Indigenous children's education has continued to develop towards Japanese assimilation education. Research Originality/Value: This article argues that Marui understood the psychological phenomena of indigenous people from two perspectives: "from the outside in" and "from the inside out." The former encouraged police officers and teachers to become familiar with the language of indigenous peoples, while the latter meant that indigenous peoples should have their own textbooks and teaching materials, but only limited to the national language subject. Educational Policy Recommendations and Applications: Marui's point of view is an inspiration for current indigenous education in Taiwan because teachers teaching in indigenous areas should be familiar with the local ethnic languages and should have textbooks and teaching materials that are tribal-based and belong to indigenous peoples.

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