教授理論としての活動主義の意義

概要

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The educational reorganization in the postwar Japan can be said as one kind of 'activity movemnt'. Especially in the earlier days, there flourished varied forms of activity program; 'activity curriculum', 'free-study', 'discussion method', 'core-curriculum' etc. The Ministry of Education themselves proclaimed activistic theory of instruction, under the name of 'guidance of learning' (Gakushu-shido), throughout their documents and literatures. The activism was highly estimated as the means of democratic discipline and integrating education with life. But before the concept of activity could be thoroughly and practically elaborated, the movement had been criticized and declined. So it seems necessary to re-examine and point out the possibility and limit of the activism as theory of instruction. For this purpose the vast investigation into its historical development must be done. The purpose of this short article is to make rough orientation for the above task, pointing out some important problems, characteritics, categories, and concepts related to the socalled 'activism'.
国際基督教大学の論文