発達の概念の変化と芸術教育への示唆

概要

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This paper discusses how the core of post-piagetian conceptions of development is different from the piagetian conception, which was dominant in 1960s and 70s, and what implications for art education the differences have. The discussion has to be a little complicated, because both conceptions of development are concerned, not with artistic behavior, but with thinking or intelligence, and thus have no direct implications for art education. We indicate first piaget's conception of intellectual development, its impact on education in general, and its relevance to artistic development and education. Next, we describe the core of post-piagetian conceptions of development and some representative works, most of which have provided new evidence requiring modification or elaboration of piaget's conception. Although post-piagetians differ considerably in their theoretical orientations and emphases, we believe it useful to discuss matters in terms of more or less generally shared components of their conceptions, which we call "the core". In the final section, we discuss implications of the post-piagetian core conception for education in general and art education in particular.
千葉大学の論文
1993-02-28