イギリス新教育運動の拡大と混迷

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In this paper I focus on debate and arguments about the examination system and intelligent tests amongsteducators in the English section of the New Education Fellowship. These progressives introduced new curriculumand new methods based on the simple idea of‘ freedom for children’ into state schools in Englandduring the early 1930s. These developments can be interpreted as an expansion of New Education Movement（hereafter NEM）, but also in terms of confusion of progressive educational thought historically. This paperaims to describe three historical aspects as follows:（ a） appearance of a peculiarity in reform of the examinationsystem by the Board of Education in 1929, and the stance of Michael Sadler（ 1861-1943）;（ b） organisedexpansion of the NEM and the implication of critics such as Beatrice Ensor（ 1885-1974）, against acceptanceof mental tests developed by psychologists like Cyril Burt（ 1883-1971）, creating pradoxes for theNEM; and（ c） the serious impact of New Education ideas on state education. Finally I elucidate the confusionof ideas that occurred in the process of expansion of NEM, with spritual ideas about children in pedagogyadvocated by Ensor, and circumstances that caused ambiguity and fragility of concepts such as ‘ freedomfor children’ or‘ freedom in education’ within New Educational thought.
武庫川女子大学の論文