[[alternative]]Education of national identity in Taiwan during the Japanese colonical period(1895-1945)

[[abstract]]The purpose of this study is to explore education of national identity in Taiwan during the Japanese colonial period. National identity education is about the teaching work to change the people’s national concept. This research discussing the issue is through five dimensions: education policies, textbooks in public school, social education, Taiwan People Movement, and oral history description. Chapter 1 describes about the method of this study. The data of this research is qualitative, including documents analysis, literature review, textbook analysis, and people interview. All of these are for receiving excellent data to understand education of national identity in Taiwan from 1895 to 1945. Chapter 2 introduces Taiwan’s history about national concept and identity from 1624 to 2003. There are four sections in this chapter explaining different era’s teaching working about the ideology education. Chapter 3 discusses the educational policies during the Japanese ruling period. The educational aim of the Japanese government is to develop the patriotism of Taiwanese with the hope of all of Taiwanese will be loyal to the leader of Japan. Chapter 4 analyses the textbooks of the pubic school including three subjects: Japanese, Moral, and History. The contexts of these textbooks are full of national identity ideology. They teach Taiwan’s children in the devotion to the country of Japan. Chapter 5 explains the contents of social education during the period of Japanese ruling. By the movement of Nipponese, Taiwanese almost think that they were really Japanese at that time. But some educated people also initiate Taiwan People Movement to fight the government’s control. In Chapter 6, the researcher invites three persons who ever received public school education to understand how they think about the Nipponese education. All of three men respect the education system during the Nipponese era. They were also influenced deeply by the social and school instructions. Chapter 7 shows conclusions and suggestions about this study. The Japan government put patriotism into practice to let Taiwanese loyal and steadfast to the country. According to the conclusions, this study recommends some suggestions: 1. The education policies should have social guidance functions. 2. The curriculum design has to fit children’s experience. 3. Social education could be independent from politics ideology. 4. National identity education should be developed after we are sure what main body of the country is.