コミュニティ・ジュニア・カレッジ中等教育論の系譜 : アメリカ型高等教育概念の史的研究の観点から

概要

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Although the community junior college (CJC) is now identified as a part of higher education in the United States, there used to be the question whether the CJC is secondary or higher education. The purpose of this study is to make clear the main discourse of CJC as a part of secondary education, which makes a part of the historical research on higher education concept in the United States. The first advocates of regarding the CJC as a part of secondary education are university leaders in the late nineteenth and the early twentieth century, who thought that the first two years of college (JC) was expected to play the role of strong secondary schools for realizing the German-type research-centered university in the U. S. The second advocates are secondary school reformers, (1) Educational Policies Commission of the NEA who recommended the 6-3-3-2 system and (2) L. V. Koos who recommended the 6-4-4 type of organization to be consisted of four-year junior high schools and four-year CJC to provide a comprehensive democratic secondary education for all American youth.
東海大学の論文