「学びの統合」/「統合の学び」 : カリキュラム構成原理に関する試論

概要

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In this paper I shall consider 'real learning' to the question of curriculum organization, based on two philosophies of education. While typically, state systems of education have been apparently based on rational systems of systematic learning structured around timetable settings and focused on effective teaching strategies, the history and philosophy of education shows us the importance of ensuring that for students, as living and vital human-beings, learning needs to be integrated through methods of 'real learning'. Philosophies of experimentalism in education advocated by educational philosophers such as Dewey, Parker, and Mead, and even Herbart and Ziller, explored issues of 'how we think' and all emphasized the concept of integration as being essential to maintain balance and well-being of the individual's personality/character. In our post-modern society, these insights gain a new importance. Therefore, in addressing the principles of organization of the curriculum for the future, this paper argues that these ideas of this tradition in the history and philosophy of education need to reconsider.
武庫川女子大学の論文