総合的な学習と国際理解教育(教育哲学)

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概要

• 論文の詳細を見る

• The new national curriculum, which adopted the Period of Integrated Study, was implemented in all Japanese schools in 2002. Since Education for International Understanding was listed by the Ministry of Education and Science first among three other areas such as the environment, information, health and welfare, many schools are now trying to organize their own curriculum to put Education for International Understanding into practice. This paper argues that despite such effort by schools, Education for International Understanding in Japanese schools still has problems both at the policy and practical levels. At the policy level, the narrow interpretation of Education for International Understanding, which was the view held by the Ministry of Education and Science before the revision, still exists. This view lacks global perspectives and potentially encourages ethnocentrism instead of international understanding. At the practical level, since many schools concentrate so much on devising a child-centered approach, they seldom pay attention to why, in the first place, they need to adopt the approach. They also seem to have little interest in finding out why they are encouraged to include areas such as Education for International Understanding and environment in the Period of Integrated Study. In order to test the argument, this paper examines criticism against Education for International Understanding in the early 1990s and practices in the 2000s under the new curriculum.

• 国際基督教大学の論文

著者

• 石井 由理

  山口大学教育学部

• 石井 由里

  山口大学教育学部

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