イデオロギーの対立から見るゆとり教育
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概要
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The aim of this research is that from the unit of "SEIKATUKA" subject analyze ideologies inner it, and particularly think how "YUTORI KYOUIKU" been born passing the political way. So, this research has reconsidered the shape of it. In Course of Study in 1989, SEIKATUKA was expected as the single concrete subject of YUTORI KYOUIKU by both inside and outside the school education. However, previous researches about it have not enough tried to examine what is the structure YUTORI KYOUIKU has been defined and what are the mechanism contents of the curriculum have been decided. And while we consider YUTORI KYOUIKU as involving various ideologies, have not enough tried to examine their ideologies from the unit of SEIKATSUKA subject. Then we can refer to "CURRICULUM POLITICS RESEARCH". It tries to clear the structures of confliction in the curriculum, so to disclose stakes behind these. Ideologies as structure of stakes govern contents and decision mechanism for those behind in YUTORI KYOUIKU, so we need to analyze that. Here, when analyze the curriculum of YUTORI KYOUIKU, we have the usefulness to take CURRICULUM POLITICS RESEARCH. This research referred to researches by Apple and Goodson in particular. Considerations of this research have reached following two findings. First, SEIKATSUKA was formed as amalgams between the "Personalization of Education" ideology by the Ministry of Education and "Liberalization of Education" ideology by the National Council on Educational Reform ("RINKYOUSHIN"). The policy of "Personalization" had constructed with the slogan named "New Achievement View (SHINGAKURYOKUKAN)". The policy of "Liberalization" had constructed with the slogan named "the Competency for Independent Learning" and so on. Second, as a result, SEIKATSUKA had conformed as the product of compromise between the "Personalization" ideology and "Liberalization" ideology. And, as previously noted, the conforming process had took the lead by the "Personalization" ideology. It had systematized the "Personalization" policy with removing the element of competition which the "Liberalization" policy had. That is, the "Personalization" policy was including egalitarianism originated with the view points of equal opportunity.
- 2009-03-31
著者
関連論文
- 生活科の変容 : 教師のライフヒストリーの視点から(I-3部会 学会(1),研究発表I,一般研究報告)
- 1.戦後におけるカリキュラムの変遷に関する社会学的研究(II-2部会 カリキュラム,研究発表II,日本教育社会学会第58回大会)
- イデオロギーの対立から見るゆとり教育