現代ドイツにおける「学校の自律性」の拡大とその歴史的背景 : 「学校共同体」の理念の継承(II 研究報告)

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"Autonomy of the school" is one of the central themes of the educational reform discussion in present-day Germany. Lively academic discussion has developed around the contents and direction of education centering around "school autonomy". Educational reform that advocates the expansion of school autonomy is advancing in the states of the northwest area of Germany, especially Bremen, Hamburg, Hessen, Niedersachsen, Nordhein-Westfalen. It will be pointed out that through this educational reform, a wider and free discretionary authority has been given to individual schools in the range of educational contents and methods, organization of the school, school finance, and so on. Needless to say, this expansion of such school discretionary authority is a trend that can be confirmed not only in Germany but also in other developed countries where a more efficient education is requested where public finances have experienced a deterioration subsequent to the 1980's. From this point, the educational phenomenon of the expansion of school autonomy in present-day Germany may be understood from the viewpoint of the influence of international activity or the curtailment of expenditure. In other words, the marketization of education. However, man can not understand the essence of the educational reform of present-day Germany from these outward viewpoints alone. It is essential in educational reform at this time that the stronger free discretion authority of individual schools is closely allied with school self-government through the collaboration of Teachers-Parents-Students. Moreover, school supervision ("Schulaufsicht"), which has played a role as the nucleus of the German education system, has come to be reformed in relation to this new school self-government system. This characteristic of the educational reform is shown most clearly in the new educational law of 1994 in Bremen (The School Law and The School Administration Law). For this new educational law, Bremen is regarded as the forerunner of educational reform in Germany. Needless to say, the idea of school self-government and the collaboration of school personnel and the problem of the reform of school supervision have continued to be seen as the most important problems in the educational history of Germany .Yet research regarding the educational reform of present-day Germany is lacking in this historical recognition . As background for such a fact, the aim of this paper is to clarify the structure and characteristics of the expansion of school autonomy in present-day Germany, focusing on the Educational Law of 1994 in Bremen, from the viewpoint of the historical development of the idea of cooperative school self-government ("Schulgemeinde"). With the object of attaining this aim, the historical development of the idea of cooperative school self-government ("Schulgemeinde") is analyzed in the first section, while in the second section the fundamental idea of educational reform in Bremen in the 1990's is clarified. In section 3, the structure and characteristics of the expansion of autonomy in schools from the Educational Law of 1994 in Bremen is analyzed from three points : (Dthe conversion of the view of the school, cthe qualitative conversion of school supervision, (Dthe school conference ("Schulkonferenz") as a central existence of school self-government. Based on these analyses, it becomes clear that educational reforms towards the expansion of school autonomy in Bremen may answer the great problem of the breakaway from the controlled school that has consistently been discussed in the educational history of Germany by creating a new autonomous school in which teachers, parents and students are the independent bearers of cooperative school self-government.
日本教育行政学会の論文
2000-10-13

著者

遠藤孝夫
弘前大学

現代ドイツにおける「学校の自律性」の拡大とその歴史的背景 : 「学校共同体」の理念の継承(II 研究報告)

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