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At the close of the Second World War, it became the policy of the United States to cause the permanent demilitarization of Nazi Germany and Imperial Japan by their compulsory democratization during a period of military occupation. For American leaders, the indispensable precondition of the democratic political order was the rule of law. This book, then, tells the story of how American agencies designed and implemented the two greatest law reform projects in the history of the world. It is a comparative study of American action and German and Japanese reaction to directed legal and political change. The book explores the capacities and incapacities of mid-20th century Americans in remaking foreign legal and political ideas and institutions. It investigates how and why American agencies helped construct and then, in the first phase of the Cold War, undermine liberal legal revolutions in Germany and Japan.--

Civilization --- Law --- Law. --- Politics and government. --- Reconstruction (1939-1951) --- Reconstruction (1939-1951). --- American influences. --- American influences --- History --- Allied Occupation of Japan (1945-1952). --- 1900-1999. --- Germany --- Germany. --- Japan --- Japan. --- Politics and government --- Acts, Legislative --- Enactments, Legislative --- Laws (Statutes) --- Legislative acts --- Legislative enactments --- Jurisprudence --- Legislation --- United States --- J3389 --- J4600.90 --- Japan: History -- Gendai, modern -- Shōwa period -- World War II -- occupation period (1945-1952) --- Japan: Politics and law -- history -- postwar Shōwa (1945- ), Heisei period (1989- ), contemporary

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The creation of a new school system in the Philippines in 1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior, following its politics of violence with benevolent recuperation. The pedagogy of recovery--in which schooling was central and natives were forced to accept empire through education--might have shown how Americans could be good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and "de-civilized." In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceived as a process of subjectification, creating particular modes of thought, behaviors, aspirations, and desires that would render the natives docile subjects amenable to American-style colonialism in the Philippines and occupation in Japan.

Educational change --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- History --- E-books --- J4900.90 --- J3389 --- J4991.27 --- S31/0400 --- Japan: Education -- history -- postwar Shōwa (1945- ), Heisei period (1989- ), contemporary --- Japan: History -- Gendai, modern -- Shōwa period -- World War II -- occupation period (1945-1952) --- Japan: Education in other countries and Japanese students abroad -- Southeast Asia -- Philippines --- Indo China and South East Asia--South East Asia general (Philippines, Malaysia, Indonesia, Burma, Papua New Guinea)