196World War I to the outbreak of the Manchurian Incident.During this period, researchers of the “Chinese studies” school developed their research. In particular, Kato Toranosuke’s Aristocratic Education in China discussed the education of bureaucrats in the Zhou, Tang, and Qing dynasties. It is a representative work of this period.The third period was from the Manchurian Incident to the end of World War II.The study of the history of education developed in China during the period of the Republic of China, especially during the rule of the nationalist government. Chen Qingzhi’s History of Education in China and Xu Xincheng’s History of Modern Chinese Educational Thought are representative works. Stimulated by these studies, research on the history of Asian education was also developed in Japan. Hiratsuka Masunori’s History of Education and Culture in Modern China （1942） is a representative study.During this period, with China’s invasion and military domination by the Japanese military, research interest in China had increased. The Ministry of Foreign Affairs, Manchuria Railways, and other organizations had conducted various social surveys in China and issued reports. Based on this basic data, research on Chinese education and its history began to develop.The fourth period was the post-war period. At the end of World War II, ethnic movements in Asia began flourishing. In the past, the Japanese thought that their country had achieved modernization one step ahead of other Asian countries and looked down on Asian countries as laggards. However, this was a time when Japanese perception of Asia changed dramatically.Three characteristics of this fourth period can be pointed out.The first is the increase in the number of researchers majoring in the history of education in Asia. Previously, scholars of Chinese studies and Asian history had researched the history of education. However, during this period, researchers who specialized in the history of education in Asia began to appear.The second is the expansion of scope of research on the history of Asian education. In the past, research on China and Korea was the main focus. However, research on a wider Asian region （India, the Philippines, and Indonesia） is underway.Third, while research on the history of education in China has stagnated, research on educational history in Asia has steadily progressed in Japan. Research on the history of education in China has stagnated because of Civil War effects. However, the Society for the History of Education in Asia, an academic society on the history of education in Asia, was founded in Japan in 1950 （According to Taga, it was founded in 1950 and according to the Society for the History of Education in Asia in 1949）. The Society for the History of Education in Asia is now the Japan Society of Educational History in Asia.Research on the history of Asian education progressed with these research organizations as its core.
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