スウェーデンの「他者理解」のためのカリキュラム発展過程に関する研究
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概要
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Swedish national curricula started to adopt the contents for "learning to live together" far earlier than the international trend. Specially, the subject of Orientation (a social studies subject) in Sweden has taken up various aspects of "recognition of others" based on the concept of coexistence. This subject is composed of natural and social sciences with its core curriculum on human existence. The purpose of this paper is to discuss the National curricula for learning to "live together" in the subjects of Orientation and Social studies, and to show its process of development, and then to point out its characteristics and its background. Through an analysis of these curricula and school books, the following three points are proved evident. First, the 1980 Swedish national curriculum required to teach the concept of "living together based on coexistence" repeatedly from the lower grades to the higher ones in various subjects. Especially, the teaching of "relationships with others" is a required content in the social field of Orientation. Thus the Swedish curriculum and school books attached such importance to molding the "understanding" and "concepts" for coexistence, not merely the knowledge. Secondly, the Swedish curriculum for recognition of others has been revised flexibly to meet various changes in the society and the international situations. For example, the 1980 national curricula took up teaching "coexistence with the handicapped", because integration of the handicapped at schools was a very important problem in Swedish society in those days. Compared with that of 1994, the national curricula in 1980 focused more on the handicapped than the latter. The members of the committee for the national curricula in 1994 declared that the integration of the handicapped at schools was a settled problem in the present Swedish society. Instead, the national curricula after the 1994 have focused on the contents for learning diversity to live together with immigrants from various backgrounds (coexistence among multi-cultures), because the problems of immigrants emerged again since 1980 and the need for education on diversity was brought into focus. In this way curricula for "recognition of others" can vary according to the society and its direction. Thirdly, textbooks based on the 1980 curricula have something common with those on the 1994 curricula (still in use) in the explanatory descriptions in the textbooks. Both of them use various sense organs to think about the difference and diversity on "recognition of others." For example, while the textbook on 1980 curricula try to understand the hearing-impaired through understanding the function of the ear, the one on 1994 curricula describes the variety and diversity of ears, dependent on age and race. And one of the aims of this method is to help children recognize others and themselves through recognition of their own bodies. Lastly, the Swedish national board on education began to put more stress on democracy since 2000. And the author thinks it worth while to continue studying the Swedish national curricula, because these Swedish curricula can be extremely informative for developing an effective curriculum for learning to live together and its curriculum practices in Japan.
- 日本カリキュラム学会の論文
- 2006-03-31
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