一九世紀前半フランスにおける公教育と国家 : 七月王政期のユニヴェルシテをめぐって
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概要
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Education in nineteenth century France is considered a notable source of inevitable conflict between the State and the Church ; yet, historians have not sufficiently examined what constitues the State. Under the July Monarchy, the Universite, which had been established as the corps exclusively charged with public instruction and education throughout France, played its role in public administration as an overseer of education. Therefore, in the dialogue of conflict between State and Church, the Universite has been regarded as the State in the battle for supremacy in the educational field. The purpose of this paper is to show one aspect in the process of the reconstruction of the State, analyzing how the Universite and the State (Etat) were imagined by contemporaries : rulers Catholics and the universitaires. In particular, the focus is on their speeches regarding the dispute on the issue of liberty in secondary education, a field of primary concern for the Universite. A major problem that arose in this debate was the autonomy of the Universite ; in other words, the double characteristic of the Universite : the largely autonomous corporation and public administration. One party claimed the Universite was the educational arm of the state (Etat enseignant), the other considered the Universite as a privileged corporation. However, even among the people who regarded the Universite as an arm of the state, there existed different concepts of who should ideally represent this Etat enseignant. Members of the government, such as Francois Guizot, emphasized the authority of the government, whereas the universitaires (？ictor Cousin and the teaching corps) claimed their right to govern the Universites. From these differences, diverse images of the state emerged. Among the teaching corps, there was a demand for the in dependence of the teachers. In the hierarchical Universite, members of the Conseil royal de l'Instruction publique, such as Cousin, had deprived the teachers of their rights and liberties, especially freedom of thought. Therefore the teachers began to claim both their independence and an autonomous Universite.
- 財団法人史学会の論文
- 2000-06-20