Educative Power in the Kyoto Community The Existing Situation and Ploblems

This paper studies 'maturity' of community from the view point of molding human character. And here, we define 'matuarity' as the form which promote the human matuarity, and we hold that the educative power in each community must be sufficient to foster this maturity. To maintain this educative power in community, 1 assumed a family, a school and a community (a narrow sense) as driving forces which preserve the same orientation of molding human character based on realization of certain common values. However, these three are different in style to accomplish this purpose so each has to have following two functions. One is cultural transmitting function; the norm or value standard and behavior patterns in a community ought to be transmitted to the following generations. The other is character building function; an individual's self-realization is encouraged, supported and attained. One of the essential points in this pater is to consider whether these three (family, school, community) cooperate with each other functionally as consistancy and uniformity should be maintained to produce sufficient educative power in communities, and how they perform as a 'unit of the educative power in a community' I verify in diversified aspect the degree to which Kyoto community has the educative power which I have stated above in the order of family, school, and community (a narrow sense). In the first chapter I discuss the relation between the form of a family and the educative power in Kyoto where traditional industry has been well developed. In the second chapter 1 focus on the connection between the system of inhabitants' traditional autonomy in Kyoto, symbolized in constructing Bangumi primary schools, and school education