R103 Ito, T. (2008). Masato Tanaka: A developmental psychologist for social justice. The Journal of Engaged Pedagogy, 7(1), 65-72.

1. MasatoTanaka
- Adevelopmentalpsychologistforsocialjustice-
TakehikoIto
8elowSummary:MasatoTanakawasapsychologistfordevelopmentfulfill-
ment，empowerm巴nt，peaceandsocialjustice.Hecombinedscience，educational
practice，andsociopoliticalmovements.HewasachildduringWWII.Hede-
cidedtoachievesocialjusticeanddemocracythroughhisres巴archandsocial
movement.Hecreateddevelopmentfulfillmenttheoryinthesyst巴msofindi
vidual，group/organizational，andsocio-politicallevels.Hetriedtoimprovehis
theorytoapplytoglobalpeaceissues，suchasenvironmentaldestructionand
poverty.
TanakaMasato
1932BorninTokyo
1954BAinEducationaJPsychologyatKyotoUniversity
1956-70ResearcheratOhmiGakuen
1970-95ProfessorofKyotoUniversity
1996-2∞3ProfessorofRyukokuUniversity
2005Passedaway
1MasatoTanaka'sformationofa“developmentfulfillmenttheory"
1-1Childhoodof民1asatoTanaka
MasatowasborntotheTanalくasfamilyinTokyoin1932.Duringfirstseven
yearsofhislife，hespenthistimeinMatsumoto，Nagano.Hewasa“physically
weak，behaviorallyslow，emotionallyweeper，andsociallylonely."Hewasoften
absentfromschool.Inschool，whenhisteacheraskedhimaquestion，hecould
notsayaword;hewouldjustweep目 Sotheteachergaveupandskippedhim
whenaskingpupilstoreadatextbook.Histhirdgradeteacherrecommendedto
65

2. hisfamilythathebeassignedtoaspecialeducationc1ass.
Justafterthisincident，hisfamilymovedtoTokushimain1941，andhepro-
ceededtofourthgradeinanelementaryschoolthere.Hegain巴dhishealthina
warmerenvironmentthere.Hegotfriendstoplaywith.Hewentswimmingwith
hisfriends.“Attheageelevenasoneofthedevelopmentalturningpointsoflife，
everydayaccumulationofsmalladv巴nturesliberatedmyheart，mindandbody."
I・2MasatoTanaka'schildhoodandFifteen-Year-War(1931-1945)
HischildhoodoverlappedthetimeofwaragainstChina，USandotherallied
countri巴s.Atthefinalstageofthewar，hewasmovedtoOkayamaforsecurity
purposes(GakudoSokai).Aftertheendofth巴 war，hestudiedthroughworking
suchasmakingsalt，cultivatingvegetables，helpingfishermen，anddelivering
newspaperseverymorl1lng.
In1950，h巴巴nteredKyotoUniversityandmajoredineducationalpsychol-
ogy.Heexperiencedadrastictransitionfromwartimemilitarismtopost-war
democracy，includingacademicfreedom.
I・3MasatoTanakametKazuoItogaatOhmiGakuen1952
KazuoltogawastheestablisherandDirectorofOhmiGakuen，whichwasa
residentialwelfareschoolformentallyretardedchildren.Itogawasoneofthe
pion邸 内 ofspecialeducationinJapan.Hestressedthathandicappedchildrenare
basicallynottheo~リect ofsocialwelfarebutarethesubjectofappropriateeduca-
tion.“Theyarenotsocialdisturbance.Theyteachteachersandadultswhatthe
realeducationis.Thesloganisnot‘Giveourlightsforthesechildren'but‘Tak巴b~... .... .."，... _............""'." 0
th巴seshiningchildrenasourlights.'" Tanal王aalsocommutedtoam巴dica¥児
formschoolandmetchildrenwithdiseaseordisabilities，failingadjustmentto
sociallifeandcommittingcrimes.Inhisnotebook，hewrote“...thesechildren
arenothumandeficits，"“everyhumanbeingmustbetreatedashuman，"“巴valu-
ationoflabelingsuccessorfailuretoapersoniswrongtodo."Helaterediteda
bookwithhisc1assmatesofKyotoUniv.“Universitystudentsatthattime:lives
ofpostwartransformationperiod"(2005)andwroteth巴seexperi巴ncesathis
collegetime.Althoughinpoverty，theyenjoyedacademicfreedomandstudied
fordemocraticreconstructionofJapanthrougheducation.
66

3. 1-4MasatoTanaka'sresearchfortheBachelor'sdegree(1953・54)
Hisgraduationthesisonmother-childhealthwasplannedtoincludetwostud-
ies:(1)apsychological，empiricalresearchontherelationshipbetweenthe
children'sprenatalconditions(Schwangerschafts-toxikose:mother'sdiseas巴 at
pregnancyperiod)andlatermentald巴velopm巴nt，and(2)astudybasedonhis-
toricalr巴vi巴wofJapan巴setraditionof“educationfortheunbornbaby(Taikyo)."
ThisplanfirstmadehismentorProf.Masakiannoyed.Howeverafterthethesis
presentationandexaminationmeetinghadfinished，hewalkedtoTanakaand
said:“1doubtedthatyouweretacklingeducationalpsychologyseriouslyornot.
1sinc巴relyapologizemymisunderstanding....Th巴r巴 arealmostnoeducational
psychologistswhodosocio-historicalresearch.Studyofhumangrowthneeds
bothnaturalsciencestudiesandsocio-historicalstudies.1hop巴 youwillmaster
thebothmethodologiesandcompileeducationalfindings."SodidTanaka.This
encouragementbecametruelater
Hismother-childhealthsurveyresearchwassoonpresentedatacademiccon
f巴rences目 Hishistoryresearchwaspublishedin1957.Hewasemployedbythe
FacultyofEducationofKyotoUniversityasafull-ResearchandTeachingAssis-
tantimmediatelyaftergraduationin1954.However，HemovedtoOhmiGakuen
inJ956forpraclicalresearch，employedbyKazuoItoga.
1-5StudyforhandicappedchildrenandstruggleagainstCulturalViolence
inthedomainofpsychoIogicalresearch
Tanaka'sresearchwasbasedonobservationofbothnormalchiIdrenandhandi-
capp巴dchildren.HisdutyinOhmiGakuinwastobuildaneducationalcurricu-
lum.Helaterconstructedhisowndevelopm巴ntaltheory.Tanakaseverelymeth-
odologicallycriticizedthetraditionalapproachofpsychologicalstudiesfocus-
ingoninferiorityofhandicappedchildren.Theresultsofthesestudiescompiled
evidenceoftheirmentalinferiorityandsuggesteddifficulty/impossibilityof
education.“Thes巴 typologicalresearchesmighthavecontributedtodeprivation
ofrighttoeducationaccordingtodegreeofdisability"(Tanaka，1966).
Tanaka'sgroupstressed"educationability"ofhandicappedchildrenbasedon
developmentalcommona1itytheorybetweennormalandhandicappedchildren.
'Tanakatr~ed tochangetheparadigmoftheresearcher'sviewofthehandicapped
67

4. peopleasfrombeinginferiorburd巴nsofsocietytocommonhumanbeingswho
havetherighttoeducation.Thiswasthefirstphaseinwhichhefacilitatedcul-
tureofpeaceandsocialjustice
1-6StruggleagainstStructuralViolenceinthedomainofpeoplewithmen-
taldisabilities.
Tanakaandhisgrouporganizedanationalres巴archmovementorganization
(Zen-sho-ken)，ofwhichhewasthefirstrepresentative，forthepurposeofthe
improvementofhumanrights，especiallythatof巴ducation.lthasconsistedof
researchers，educators，par巴nts，andsoon.Thecentralth巴oryofZ巴n-sho-kenhas
been“Developm巴ntFulfillmentTh巴ory"mostlydevelopedbyTanaka.
Tanakawrotethreebooksin1973andproposedwhatshouldbeachi巴vedfor
promotionoftherightsofhandicappedpeople:thatistotackleandintegrat巴
threesystemsofdevelopment:(1)thesyst巴mofindividual(2)thesystemof
group/organization，and(3)thesystemofsociety.Eachsystemhasinnerprin-
ciples.
11Tanaka'stencorethoughtsondevelopmentandempowerment
In1996，herevealedanotewhichsummarizedhistheoryinto“Tenpoints
r巴quiredforthedevelopm巴nt."
Nodiscriminationpermitted
(1)Tanakacriticizedthosestudieswhichfocus巴donthedifferencebetwe巴nnor-
malandhandicappedchildreninafixeddesignas“typologicalresearchfail-
ure."Instead，heproposedandpracticeddevelopmentalstudiesofhandicapped
childrenbasedondevelopmentalcommonalitiesforfindingtheireducational/
developmentaltask.Tanakastressed“commonalityofdevelopmentalpro-
cessofallthechildren."
(2)“Handinhand"cooperativeproceedingsagainstforcedindividualisticcom-
petltlon
Tanaka(1966)pointedoutthecont巴mporaryJapanesesoci巴typrev巴ntsth巴
developmentofinterchangeabilityoftheirabilitythroughcommunication
fromthedemandsystemforhumandevelopmentofthementallyretarded
HefoughtagainsttheJapaneseeducationalmainstr巴amvaluesystemwhich
68

5. resultedinpeerhostil巴competitionandpoor"interchangeability"orinterac-
tionbetweenstudents.Self-actualizationineachstag巴 ofdevelopmentmust
beconsideredmoreimportantthansocial-efficacyandmeritocracy
(3)Lessonsfromprogress，retreat，andzigzags
Tanakatriedωfindvaluesandmeaningsineveryprocess.Formativeevalu-
ationshouldbedonenotonlyfromoutcomes/impactsbutalsoprocesses.He
alsoregardedthe“troubled"behaviorasasignofchanceforthefurther
dev巴lopment.“Itisimportanttofindthechild'sdevelopmentaldemand
throughobservinghisdisturbingbehaviors."H巴 r巴commendedthatthechild's
disturbingbehaviorsshouldb巴 takenintoeducationalprocessasthesignto
organize“zoneofproximaldev巴lopment"(Vygotsky，1934).Fromthevi巴w-
pointofevaluationoftheempoweringproc巴ssofbothindividualandgroup，
hisproposaliswhatisnowcalledas"empowermentevaluation"(Fetterman
&Wandersman，2005).
(4)Buildingcommontreasurebyaccumulationofth巴 scientificandpractical
accomplishments
Scientificandpracticalfruitmustnotbeprivatizedbyasmallamountof
people.Tanakaandhiscolleagllesd巴velopedadevelopmentalhealthdiagno-
sissystemtofindandinterv巴neforbabieswithdisabilitybasedonalocal
pllblichealthcenter(Otsll-System).Thesyst巴mhasbeenrecommendedto
otherlocalgovernments.Inordertodisseminatescientificknowledgeofhll-
mandevelopmentandhistheory，Tanakahadpublishedbookswithchildren's
photos，slides，moviesandvideotapesforprofessionalsandcommonpeople.
(5)Spontaneousquestioninganddeepthinkingbasedoncooperation
Tanakawasagoodteachertohisstlldents.Afterhediedin2005(hisdeath
newswasreleasedtopubliconemonthlateraccordingtohiswill)，hisfonner
stlldentsandresearchcolleaguesheldacommemorativ巴 meeting.Theypub-
lishedabookin2007andforty-oneofTanaka'sformerstudentsandcol-
leagueswrotetheirmemoryofTanaka.ManyofthemrememberTanakaasa
passionateresearcherandprofessor，whoenlightenedtheirresearchandof-
tenwaysoflife.Theydiscussedandsharedacod巴 ofethicsinhislaboratory
(Hattori，2007).
(6)Systematic，mllltifacet巴d，andintegratedgenerationofcompetencies
69

6. Tanaka'sdevelopmentfulfillmenttheoryissystematicinindividual，group/
organizationalandsociallevels.Tanaka'stheoryofindividualdevelopment
includesandunifiesphysical，cognitive，emotional，andinterpersonaldomains.
Histheoryiscomprehensive.AsPiagettriedtoexplainallareasofthecogni-
tivedevelopmentbyhisstructuraltheory，Tanakatriedtoexplainallareasof
earlyhumandevelopmentbyhisstructuraltheorybyasetofsimplerules.
(7)Seekforstagesinwhichthepowertoliveandworkarecombined
Humanpersonalitydevelopmentmustbecombin巴dwiththepowertowork
Avoideducationforhightestscoreswithlowtrueachievement.Humancom-
petenciesmustbedevelopedinassociationwithd巴巴pandwidepersonal;ly
developm巴nt
(8)Scientificrecognitionofdevelopmentmustbethebasisofth巴practice
Fightagainstsup巴rficialormechanicalviewsofdevelopment.Fightagainst
agnosticismandneglectofth巴 lawofdevelopment.Fightagainstthetheory
whichregardsfacilitatingdev巴lopmentaccordingtothestageasdiscrimina-
tlon.
(9)Unifi巴dgraspofth巴threesyst巴ms
Thesystemofindividualgrowth，thesystemofgroup/organizationaldev巴1-
opment，andsocio-politicalprogressofthesocietymustbecombined.Tanaka
said，“…humandevelopmentisnottheprocessofindividual'ssocialization.
…Thedemandsystemofindividualsreliesontheirsocialgroupsphenom-
enologically…Inthatsense，humandevelopmentmustberecognizedfrom
collectivisticpointofview"(Tanaka，1966).Hisviewineducationcorre-
spondedtobiopsychosocialcontextapproach(Engel，1977)inmentalhealth
“Strugglestocreateanewhumanrightarenecessarytostopther巴actionary
tendencybasedonacceptanceofnaturalinequality.Thereexiststherightto
development.Onlyinthemovementtofulfilltheirhumanrights，studiesof
thementallyretardedasthesubjectofhumanrightscanexist."
(10)Therightofdevelopmentfulfillmentasahumanright
Therightofdevelopmentfulfillmentcanbeachi巴vedinprocessofconstruct-
ingpeacefulanddemocraticsociety.Thefirst，thesecond，andthethirdgen-
erationmustbeconsider巴d.
70

7. 111Conclusion:MasatoTanakaasapsychologistfordevelopmentfulfill-
ment，empowerment，peaceandsocialjustice.
Tanakacr巴atedaunifiedth巴ory:developmentfulfillmenttheory，whichhas
twocomponents.Oneisthestagetheoryofindividualdevelopm巴nt(Araki，2(04).
Theothercomponentishistheoryofpsychologyforsocialjusticebasedonthree
systems，whichthispaperisconcentratedon.Theideaoffulfillmentofhuman
dev巴lopmentcorrespondstothetheoryofviolenceinGaltung'spaperonstruc-
turalviol巴nc巴(Galtung，1964).Galtungdefinedviolenceastheartificialproduひ
tionofthegapbetweenhumanpotentialdevelopmentandactualdevelopment.
In2001，Tanakawroteapaper“Aimingatanappliedpsychologyonwhichto
buildpeace，securityoflifeandhumandevelopment，"whichhecomprehen-
sivelytackledglobalissuesfromhistheoreticalframework.Thispaperpointed
outglobalissuessuchasoverpopulation，lackofresourc巴， environmentalde-
struction，andpoverty.Heproposed“..bygraspinghumanhistorywhichhas
conquer巴dhumanlackandpovertybycr巴atinghumanvaluethroughproductive
labor，appliedpsychologyhasresponsibilitytoexplainandsolvetheproblems
byresearch."Thebasicprinciplesar巴(1)nottodisturbtheco-evolutionmecha-
nism，(2)toconstructthecircularsyst巴mfocusingontheuseofresourcebas巴d
ongenerativepower，and(3)toactualizefulfillmentofpeac巴， security，andhu-
mandevelopmentthroughdemocraticautonomy，solidarityandcooperation.He
stressedimportanceofUNroleandpeople'ssolidarity
Thispapershouldhavebeenapartofhisplannedbook“Premisesofdeveト
opmentfulfillmentandchallengesofthestudyofdev巴lopmentin21stCentury，"
whichwasnotcomplet巴d.Inthemiddleofextensionofhistheorytoglobal
lSSU巴s，hediedin2005attheageof73.Hehaspublishedmorethan15books
andhundr巴dsofpapersandarticles.Hehassupervisedfourmovies，日vesenes
ofslidematerials，andsevent巴envideosonchilddevelopment.
References
(AvailableinEnglishonly:Asfaras1knowTanakawroteonlyinJapaneseandtherehas
notyetbeenanytranslationofTanaka'swork.)
Eng巴1，G.L.Th巴needforanewmedicalmodel，Science196，129-136，1977
Fetterman，D.M.&Wandersman，A.(Eds.)(2005).Empowermentevaluation:
71

8. Principlesinpractice.N巴wYork:TheGuilfordPress
Zimmerman，M.A.(2000).Empowermenttheory:Psychological，organizational，
andcommunitylevelsofanalysis.InJ.Rappaport&E.Seidman(Eds.)，Hand-
bookofcommunitypsychology(pp.43-63).NewYork:Plenum.
ホ ThispaperwaspresentedatthetenthIntemationalSymposillmontheContriblltions
ofPsychologytoPeace:JlIne，20，2007LorInHotel，SoloorganizedbyMlIhammadiya
University，SlIrakarta，andGadjarMadaUniversity，Yogyakarta
**1amthankfllltoAnnAndersonforh巴rlIseflllcomments0口 Englishexpression.
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