A theoretical and practical movement for educational reform that developed from the end of the Meiji period through the Taisho period. It was critical of the type of uniform, one-size-fits-all teaching that had become so prevalent in the mid-Meiji period when Herbartian educational theory took hold. Various theories were put forward, including those that emphasized children's spontaneity, respect for individuality, and learning through life experiences, and some of these were put into practice.