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Today, a vast number of computers are being introduced in Japanese schools, for "children's acquisition of the abilities to cope with information technology." However, it should be noted that the cultural backgrounds of computers and information technology are quite complex ; indeed, there are two different traditions in the history of computer technology. The first is the main-frame oriented, pursuing the efficiency of processing massive data in business and factories, and the second is the notion in the 'original' personal computing for doing individuals' own things. Unfortunately, most of the computers introduced in schools are those of the first type, and thus conflicting with educational goals. Futthermore, even 'personal' computers today are changing to become overly powerful beyond individuals' imaginations and explorations. Thus information society change people's mind to non-personal attitudes ; (1) Flat-importance view of the world, (2) Audience-oriented mind, (3) Noh-interfacing thought, (4) Blackbox syndrome, and (5) The third-person engagement. It is proposed in this paper that by introducing computers we must educate children not to adapt themselves to 'information society,' but to participate cultural practices through the formation of personal identities in the communities of our culture. However, this kind of practice will be quite difficult unless we simultaneously attempt to reform schools in the fundamental way.
日本教育社会学会の論文
1992-10-10

コンピュータで学校は変わるか

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