比較教育学者I. L.キャンデル(1881-1965)(III) : 比較教育方法論(2)
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The problems which I deal with in this paper are I. L. Kandel's comparative studies of education from the methodological point of view. The materials are used two books and an article out of his middle works (1923-1946) and later works (1947-1965). These are as follows; 1. Types of Administration, with particular reference to the educational systems of New Zealand & Australia. (Melbourne University Press in association with Oxford University Press, 1938) 2. "Cmparative Education", ch. X X III from Education for Democracy, edited by R. M. W. Travers and J. Cohen. (London, Macmillan, 1939) 3. The New Era in Education, comparative study. (Houghton Mifflin Company, The Riverside Press Cambridge, 1955) An interim conclusion Firstly, types of administration are the following. The totalitarian States adopted the centralization of administration, which included Soviet Russia, Germany, Italy, and Japan. The liberal-democratic States adopted the decentralization of administaration, which included England and the United States. The liberal-democratic States varied in their system of administration; there was a need of the centralized administration in France for promoting national solidarity, and in New Zealand & Australia for achieving the provision of education system which reach to remotest hamlets and homes. Secondly, the reforms proposed in New Zealand and Australia would have all the educational advantages of decentralization. Thirdly, the study of Comparative Education "serves as an agent of cross-fertilization" for providing new educational systems. Fourthly, the problem which was described as "the national character" in his former book, Comparative Education, 1933, has been described as "the culture pattern" in this book. Fifthly, he point out three problems in the last chapter of this book, one movement would be raised the school-leaving age in educational system. Second and third are "two obstacles in the way of an appropriate organization of post-primary education." Sixthly, the important trend is to establish a new method for curriculum-making and instruction. Seventhly, a suggestion which he proposed for resolving the issue of the teaching profession is the following. "The issue resolves itself into one of unification of the teaching profession in terms of general education, professional preparation, and basic remuneration."
- 文化学園大学の論文
- 2001-03-20
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