J.J.フィンドレイのカリキュラム論 : イギリス新教育運動における教師の専門性をめぐって
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This paper will examine the historical significance of the theory of new curriculum designed by J.J. Findley（1860-1940） as a contribution to a consideration of the historical development of teachers’profession. In October 1897，the new curriculum was designed by Findley for use in the King AlfredSchool（hereafter KAS）founded in 1898 as one of the‘Pioneer Schools’，in the context of New EducationMovement in England. The paper intends to examine a）what issues concerning the curriculumwere identified under the New Education Code 1893，b）what were Findley’s educational thoughts concerningcurriculum and what background influences led him to these conclusions，c）what historicalsignificance did Findley’s curriculum have?Findley set out the principles for his KAS new curriculum in his book，Principles of Class Teaching（1902），which led to the introduction of the‘free’time-table in progressive schools and stateschools in England in 1920s. The paper shows that Findley’s thought was strongly influenced by hishaving read of Johann Friedrich Herbart（1776-1841），Friedrich Froebel（1782-1852），and JohnDewey（1859-1952）. The paper argues that the focus in KAS on group learning and the division ofthe curriculum into six learning fields，with scope for a nine year curricular sequence, established abasis for progressive education despite the limits of religious freedom and the lack of social theoryperspectives，as，for instance，advocated by the critical theory of Michael F. D. Young, present a sociologist,in The Curriculum of the Future.
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