L. コールバーグのジャストコミュニティにおける教師の役割について

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This paper describes a study of the role of teacher in Just Community. The Just Community represents Kohlberg's effort to balance "justice" and "community" to introduction the powerful appeal of the collective while protecting the rights of individual students and promoting their moral development. The essential role of teacher in hypothesis dilemma discussion is the only one as a facilitator, that is, to promote for the cognitive-development moral growth of students. He makes students advance a process of thinking and judgement. But the role of teacher in Just Community is the one as an advocator who takes a role of preaching the importance of caring sprit for the community and maintaining the community system. However, there is a possibility that the role of advocator becomes authority that connected directly with indoctrination or power. In Just Community, such an authority is rejected by democracy. Teacher authority is established through ability to resolve opposition between students-students and students-teachers in the community, leading them to coexistence. In short, the authority is based on an attitude in which teacher listens carefully in the Carl Rogers way of counseling psychology that accepts across the board. The teacher needs to play a role as counselor. A role as facilitator and advocator does not function until a role as counselor does function. To accomplish both the development of individual morality and the development of collective morality through the dialogue activity, teacher must have the role of counselor in Just Community. From the above consideration, I make clear the role of teacher in Just Community, that is, facilitator, advocator and counselor.
日本教育方法学会の論文
2001-03-31

著者

荒木寿友
京都大学大学院

L. コールバーグのジャストコミュニティにおける教師の役割について

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