Assets and Liabilities of "Analysis" in Educational Theory:as Elucidated under Two Views of "Analysis"
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概要
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In this paper the author will elucidate the merits and demerits of "analysis" as a commonly used method in educational theory. To make an appropriate assessment and utilization of "analysis", he will examine the concept through the following steps, a procedure which has not been taken explicitly so far : <BR>First, two ways of conceptualizing "analysis" in educational theory are identified, which the author names "analysis-1" and "analysis-2" respectively;<BR>'analysis-1' is conceived of as an aggregation of procedures good for checking argumentation or explicating meanings (and configuration) of concepts used in a theory. (Hiroshi Usami's view exemplifies this.) <BR>'analysis-2' is conceived of as transforming data in an explicitly defined and orderly manner. (Seiji Tsuruta's view exemplifies this.) <BR>Second, the author will show that many of those characteristics which are commonly alleged of "analysis" such as "tendency for truth" shall be properly attributed to "Analysis-1" only; and that many others such as objectivity, critical power, and an attribute which is isomorphic with "analyticity", to "analysis-2" only.<BR>Third, he will argue that many of the actual cases of "analysis" fall under "analysis-1" only; and that many others fall under "analysis-2" only.<BR>Consequently, one can naturally expect that an actual case of "analysis" does not necessarily have those merits or demerits which are inherent to "analysis-1" when it is in fact a case of "analysis-2" and vice versa.
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