Abstract: During the Taisho period in Japan, the rise of the “New Education Movement” shifted the focus toward the formation of childrens personality and individual development. Consequently, families of the new middle class gradually established a “childcentered” educational philosophy. However, the ascent of nationalism during the Showa era interrupted this progression. Through ordinances such as the National School Order and the Instructions for Promoting Family Education, the government integrated family education into an ideological control network centered on “loyalty to the Emperor and patriotism.”The author introduces Bourdieus Theory of Cultural Capital and Foucaults Theory of Disciplinary Power to explain this “pivot”—namely, the dual nature of education: it serves both as a pathway for individual development and as a mechanism for discipline. The struggle between the liberal New Education Movement and the manipulation of nationalist ideology vividly demonstrates this characteristic.

Key words: New Education Movement, family education, cultural capital, disciplinary power, Haruko Hatoyama