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本文以1895年6月-1919年3月日本占领台湾初期为背景,通过分析首任台湾总督府学务部长伊泽修二和台湾总督的民政长官后藤新平的教育思想和政策,对以往研究中把日据初期定义为同化教育时期的观点提出质疑。指出:总督府并非一开始就实行了“同化教育”和“皇民化教育”政策。首先,当时日本国内普遍存在着以万世一系天皇为中心的单一民族的国家观念,以“同化”手段对异民族(台湾人,朝鲜人)进行“国民统合”,与日本以同一血缘关系形成国家的单一民族观念相矛盾。其次,同化教育政策在现实中又与总督府注重经济利益的殖民经济政策相矛盾,因而遭到否定。另外“芝山事件”表明,台湾民众对日本的同化教育政策也进行了强烈抵抗。因此日据初期,实际上采取了日本人、台湾人和原住民三个系统的“差别教育”和“隔离教育”政策。
Based on the early Japanese occupation of Taiwan from June 1895 to March 1919, this essay analyzes the education thoughts and policies of Chief Minister Ito Xiu II, the governor of Taiwan’s government and Taiwan’s governor Goto Shin-ping, The Japanese initial definition of assimilation education point of view questioned. Pointed out: The Governor’s House did not implement the policies of “assimilation education” and “education of imperialism” from the very beginning. First of all, at that time, there was a widespread national notion of a single nation centered around the worldly sovereignty of the world by “assimilating” the “national integration” of the different nations (Taiwanese and Korean) and forming the same blood relationship with Japan The single national concept of the state is contradictory. Second, the assimilation and education policy was in fact contradicted by the colonial economic policy with which the Governor-General focused on economic interests and was therefore denied. In addition, the “Zhushan incident” shows that Taiwanese people also carried out strong resistance to Japan’s assimilation education policy. Therefore, during the initial period of Japanese occupation, the “differential education” and “isolation education” policies of the three systems of Japanese, Taiwanese and Indigenous Peoples were actually adopted.