成人教育における「自発的・主体的な学習活動」の編成過程に関する社会学的研究

スポンサーリンク

概要

• 論文の詳細を見る

• The departments of social education in the governmental administrative bodies generally fold up the principle that they support "the citizens' spontaneous and independent learning". This means they don't control the citizens' learning contents and grasp their learning demands. But the ideal principle provokes the question: Is there the control to the citizen's learning contents contrary to that principle? Do that bodies meet only leaning activities that are concluded in "a certain standard of selection" ? Is the curriculum in adult education (a course of lectures that the governmental administrative bodies provide for adult) composed of the selected learning contents ? I examine the reference materials, so I pay attention to the staffs (shakai kyoiku shokuin) that support directly learning activities by the citizens and decide to analyze the process that they compose the curriculum in adult education. I make a case study at one public hall. I observe how three staffs compose the curriculum and have an interview with them. The result of the analysis is as follows: I find out that the staffs compose the curriculum in accordance with a certain standard. One staff composes the curriculum in accordance with "the civil principle" and the others compose it in accordance with "the neutral position as the administrative organ". The staffs are based on the position that both the administrative context and the educational context get complicated. The former is prescribed by the ruling culture of the administrative bodies and the latter is prescribed by the discourse of the social educational world. The standard in selecting subjects to support is not put in writing. But in a such situation the staffs compose the curriculum in accordance with "the culture of social education" This is a set of value, which is adopted in selecting a certain specific value and composing it, bringing it up, and is owned jointly among the staffs. Thus "the culture of social education" just correspond the standard in selecting them. Furthermore there may have been some conflicts between the administrative context and the educational context by now. As times change, "the culture of social education" may have changed. Thus I need to analyze the changes on the basis of comparative and historical studies.

• 日本カリキュラム学会の論文
• 2003-03-31

著者

• 渡部 理絵

  日本女子大学人間社会研究科教育学専攻

• 渡部 理絵

  日本女子大学大学院

関連論文

• 岩木秀夫著『ゆとり教育から個性浪費社会へ』(ちくま書房,2004年1月)
• NPM (New Public Management) 時代における社会教育事業の成果測定に関する一考察
• 「参加」のアカウンタビリティ : 図式以降の社会教育学パラダイムの構築に向けて
• 社会教育・生涯学習の社会学的研究の可能性 : 学習内容研究の系譜をたどって
• 「受益者負担」導入に伴う教育の「公共性」の定義づけをめぐるポリティクス : 行政・市民協働型生涯学習施設でのフィールドワークから(I-6部会 生涯教育,研究発表I,一般研究報告)
• 「参加」のポリティクス : 図式以降の社会教育学パラダイムの構築に向けて(学習運動)
• 成人教育における「自発的・主体的な学習活動」の編成過程に関する社会学的研究
• 「自発的・主体的な学習活動」の「社会教育文化」による選抜メカニズムに関する研究(地域と教育(3))
• 住民参加型講座企画方式における社会教育職員の「差異」と「距離」の確保戦略に関する研究(III 研究報告)

スポンサーリンク