地域社会への教育サーヴィス : コミュニティ・カレッジの場合
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概要
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はじめにI. 生涯教育論の二つの方向性 : 合州国とヨーロッパ (1) 高等教育の閉鎖性の問題 (2) 「リカレント教育」と「生涯学習」 (3) アメリカ教育における「地域性」の意味II. コミュニティ・サーヴィス機能の現状 (1) 1970年以降の発達の意味 (2) コミュニティ・サーヴィス機能と他の諸機能との関連の問題 (1) 全機能包括型 (2) 機能識別型 (3) コミュニティ・サーヴィス・プログラムの内容における力点の置き方 (1) 教育=学習指向 (2) "community involvement"指向III. 未解決な問題 : "community"と"needs" (1) コミュニティ・サーヴィスをめぐる諸議論 (2) "community"のとらえ方 a) Gollattscheck et. al. による3分類 b) Micek et. al. による4分類 c) Ratcliffによる4分類 (3) 地域社会のニーズ・アセスメントDespite its distinguished development, the denning of the term "community services" was complicated by the fact of general disagreement among those concerned with community college education. Thus, in attempting to establish the philosophical basis for providing this paticular type of education, it is necessary to conduct an in-depth review of relevant literature on community services. There are two prevailing philosophies regarding community services. The first one hypothesizes that if a college is truly a community institution, everything the college provides is a community service. The second one maintains that only those actions or efforts of an institution that provide community identifiable services should be classified as a community service. In addition to the argument above mentioned, there is a second set of lines that focus on the content of the community service function. Those who believe that the primary function of the community college is education tend to define community services with emphasis on educational aspects. On the other hand, there are newer definitions which emphasis on community involvements. Recently a growing group of people is describing community services in the context of community education which embodies elements of both approaches. However two of the problems of developing a philosophy of community services is to define community and, since other agencies in a community offer services to the populace, to identify the needs of the community that the college should attempt to serve.
- 慶應義塾大学の論文