教育行政研究と教育制度研究(IV 私の教育行政学論)
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概要
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In Japan, we did not see a remarkable development in the study of educational administration until World War II ended. The paradigm shift which post-war Japan faced brought forth various controversies in the field of educational administration. Though I first began to pursue the study of those arguments, there still remains a long way for me to establish my own approach to the discipline of educational administration. In this paper, I would like to make some remarks on the discipline, with a focus on its relationship with the educational system and organization, referring to some preceding studies which have had not some influence upon my research. 1. Studies on Educational Administration in Post-War Japan Among the various types of research which emerged in the post-war period, I received much influence from those made by Seiya Munakata, Takao Ando, and Iichi Sagara. Their representative publications showed the following features in their research frameworks: Munakata expanded his study to specific methodology, based on his intention to examine the tasks of democratic educational administration. Both Ando and Sagara limited their frameworks to administrative action, recognizing the reality of the administrative function. 2. Educational Administration and the Educational System and Organization In locating the study of educational system and organization in the study of educational adminstration, we need to grasp the relationship between the educational system and organization, and educational adminstration in actual settings. All of the three researchers I mentioned above put the former in the realm of the latter in spite of their minute differences in some aspects, such as basic factors that yielded organizational characteristics, the relationship of the administrative function with education as a whole, etc. 3. My Approach to the Discipline of Educational Administration So far, most of the research on the educational system and organization have set the formal education and its juristic aspects as their object. Today there are growing demands in every phase of our life that we go beyond the formal educational system based on laws and regulations in order to make a shift to a life-long learning system. Thus the study of the educational system and organization, which has been taken as a part in the study of educational administration, is now expanding its research object and methodology, diversified from the juristic approach to a sociological approach. The study of educational administration, on the other hand, inevitably faces the question that it is to make a certain limitation in its research object and method or to take a step to expand and restructure itself.
- 日本教育行政学会の論文
- 1995-10-05
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