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This paper examines the development of educational theory in Japan from 1945 to the present in five time divisions: (1) postwar “new education” and its critics (1945-52); (2) revisionist educational policy versus the people’s education movement (1952-61); (3) the formation of “postwar pedagogy” as a selfreflection of the educational system (1961-79); (4) the exposure of the structural limitations of postwar pedagogy (1979-92); and (5) “post-Cold War pedagogy” (1992-). The aims of the paper are: (1) to redefine “postwar pedagogy” as a concept with substantive rather than simply temporal boundaries; and (2) to situate contemporary educational theory in historical perspective by describing “post-Cold War pedagogy.” An analysis of “postwar pedagogy” and “postCold War pedagogy” reveals that educational theory has continually played the role of self-reflection upon the educational system. In this sense, while educational theory is dependent upon on the educational system, it has also, through reflection, participated in the shaping of the system.

From "Postwar Pedagogy" to "Post-Cold War Pedagogy" : An Overview of the History of Educational Theory in Japan 1945-2007