教育空間の秩序特性とそのジレンマ

概要

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We have been struggling against so many educational problems, but especially since mid-1970's we have been faced with a different kind of problems from that have been. Until mid-1970's educational problems are relatd to the lack of education and the claim that more education needed. However problems recognized as "educational problems" now are inner (intra-educational) problems : "Konai-Boryoku (Violence in School)", "Ijime", "Futoko (Refusal to Attend School)". These trend are followed by three factors : (1) Higher autonomy of educational sphere and faster differentiation of educational functions, (2) Larger gap between educational system and its environment, (3) The character of the logic of education which works to bridge this gap. This third point will be emphasized in the discussion, and we focused on "moralistic character" of educational order and cult of "children-are-everything". And we examine how these character work in educational sphere and what influence give to its inner order. And we find that this logic of education paradoxically became coercive to human beings who live in school (that is, chirdren and teacher). Here, we have to realize that educational problems are not to be solved only by the logic of education itself; it is tautological in a sense. Probing into the character of its inner logic is critical to analize educational problems.
1994-01-31