学士教育における学際的カリキュラムの構造に関する研究 : 教育コード論の視点から
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概要
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The purpose of this paper is to clarify the organization of educational knowledge in interdisciplinary curriculum in undergraduate education, by focusing on the hidden structure of curriculum. Today, the number of interdisciplinary curriculums in undergraduate education has been increasing in Japan. We can see the new type of educational knowledge in interdisciplinary curriculum. That is to say, interdisciplinary curriculum is composed of several disciplines. This is different from the traditional style of undergraduate curriculum composed of a single discipline. I think this new type of curriculum may influence the traditional style of educational knowledge in Japan.; I think it very important to clarify the characteristics of interdisciplinary curriculum, especially in the organization of curriculum. However, it is very difficult to analyze interdisciplinary curriculum, because the contents of interdisciplinary curriculum are widely different from each other. In this paper, I focus on the hidden structure of interdisciplinary curriculum, from the viewpoint of "pedagogic codes" by Bernstein, B. He has presented "pedagogic codes" as underlying rules in the process of transmission of knowledge. We can analyze every interdisciplinary curriculum with diversity by focusing on these underlying rules. "Pedagogic codes" have two components. One is "classification", which stands for the degree of boundary between the categories; the other is "framing", which stands for the degree of control on acquisition of knowledge. I applied these concepts to curriculum. Thus I present the notion of "structure of curriculum". I prescribe this notion as realization of pedagogic codes in the curriculum. "Structure of curriculum" means the underlying system in every interdisciplinary curriculum in this case. The structure of curriculum has two components which are the same as the pedagogic codes: (1)The degree of the boundary between the disciplines - from "classification" (2) The degree of control on subject choice - from "framing" These components have the nature of strength or weakness, so these combinations make four types of interdisciplinary curriculum. (1) classification: strong, framing: strong - Academic specialty - oriented curriculum (2) classification: strong, framing: weak - Liberal Arts - oriented curriculum (3) classification: weak, framing: weak - Theme - oriented curriculum (4) classification: weak, framing: strong - Career - oriented curriculum In this paper I've selected the curriculums adapted to each type and analyzed them; from this analysis, I arrive at these conclusions: (1) Interdisciplinary curriculum can deal with issues in contemporary society that traditional disciplines can't. (2) Interdisciplinary curriculum may promote separation of educational organization from research organization at university.
- 日本カリキュラム学会の論文
- 2001-03-31