現代教育における集団づくり概念の展開

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What is the aim of group-making? From the standpoint of the classroom-group, can it be limited only to creating the democratic learning situation in the classroom, upgrading the learning capacity of the pupils in the class, or to forming a well-disciplined class? If the improvement of each case mentioned above is all that it aims at, its vision can be said to be too narrow. The final aim of group-making should lie in the all-round development of each pupil, which is also the ultimate end and purpose of our present-day education. Therefore, the cultivation of collectivismic individuality, should be aimed at in harmony and unity with the interests of both individuals and the group in spite of the problematie situation of the present-day group egoism. At the same time each case already mentioned should be improved. Thus the present-day conception of group-making has developed to such an extent as has become practically the same with that of the guidance of life-activites, containing the formation of collectivismic individuality as its kernel. With this end in view an attempt is made to clarify the development of the idea of group-making through the efforts to analyze the development of guidance of life-activities before and after world War II. For this purpose, the types of movements of guidance of life-activities are divided into the following two: Before tie War( 1) Discipline of ways of living 2) Training of behaviour 3) Expression of way of life) After the War ( 1) Guidance 2) Special Curricular Activities 3) Expression of Way of life 4) Companionship 5) Extra-guidance of Morals 6) Education of Collectivismic living)
日本教育社会学会の論文
1963-10-20

著者

永田陸郎
奈良学芸大学

現代教育における集団づくり概念の展開

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