イギリスにおける工業化と教育の歴史的関連の考察 : 万国博の教育史的意義を中心にして (<特集>工業化と教育)

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概要

• 論文の詳細を見る

• This paper attempts to analyze the historical relationship between industriallization in England by means of considering the influences of the Great Exhibitions on English technical education. The recent products of comparative historical approaches by English sociologists, c.g. Musgrave, Shipman, Vaughan and Archer, are very helpful in this study. The author's analysis focuses on two points: (1) the driving forces of technical education and the place of industiralization among these forces, (2) the basic character of English technical education from the structural point of view. The main conclusions of this paper are as follows. (1) England's pre-eminence in the Industrial Revolution had little to do with her educational system. Many inventions which gave England an overwhelming lead were produced by the experienced artisans in their workshops. (2) The London Exhibition of 1851 was a tremendous triumph for England, but to the far-sighted eye there were few grunds of complacency. Playfair, Cole and other leaders of the Society of Arts appealed the need of administrative reconstruction of technical education, which resulted in the formation of Science and Art Department in 1853. (3) At the Paris Exhibition of 1867, the foreign competitors excelled England in many branches of industry. The fear of losing the economic advantage led in effect to enactment of the Elementary Education Act of 1870 and to appointment of the commissions to inquire into the whole problems affecting the improvement of technical education. (4) Due to the prevailing spirit of laissez-faire,State intervention in technical education wals delayed. The main agency of technical education after the Great Exhibition, Science and Art Department, authorized by its Minute of 1859 a new system of examination in science and payment by result. While the means of technical education were manifold, the Department's policy of grant-in-aid stimulated the development of science schools (classes). The character of the English technical education was marked by its liberalization. For example, technology entered into universities in harmony with its traditional liberal education and technical education in the Secondary stage became almost science education. On the other hand, great trust was placed in the well-tried method of practical training in the industry.

• 社会経済史学会の論文
• 1974-12-25

著者

• 三好 信浩

  広島大学

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