デューイにおける学校の公共性と民主主義 : 1920年代のリベラリズム批判を中心として
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概要
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This paper clarifies John Dewey's theory of public education in terms of his concept of publicness in the 1920s. I argue that Dewey's theory of the publicness of schools is based on his criticism of traditional liberalism, even though his educational theory has often been studied from that point of view. In Human Nature and Conduct (1922), Dewey introduced the concept of politics in order to reconstruct liberalism. He characterized liberal ethics as being founded on a metaphysical harmony between man and nature. In Public and Its Problems (1927), central themes of politics crystalized into actual issues of the public. He critically examines nineteenth century liberalism and its presumptions that a market realm follows natural laws. According to Dewey, liberalist's basic idea of individualism has collapsed community and association which constitute an important factor in human public life. He rejected the dichotomy between the public and the private by recasting them as an interactive relationship of human actions. For him, such communities are constructed by politics and ethics of democracy in which face-to-face communication plays a crucial role. In particular, Dewey put much emphasis on public education. In fact, in the 1920s he wrote many articles in journals such as The New Republic. His concern was mainly devoted to the publicness of schools. In these thoughts, community was a keystone. Dewey's educational theory placed importance on the ideal of cooperation between teachers, students, workers and parents. He argued that various people participate in communities by cooperative efforts of inquiry and learning. Thus the publicness of schools is based not on the market principle or state administration, but on democratic communities and communications.
- 2002-03-31