竹内 久顕

type:P(論文) type:論文

type:P(論文) type:論文

In this paper, I analyze the historical transition of “Periods for Integrated Study,” and clarify its inherited significance and the issues to be overcome. In doing so, I consider the significance and issues from the viewpoint of “aims of education” to cultivate the qualities that are necessary in “the people who make up a peaceful and democratic nation and society,” as stated in Article 1 of the Basic Act on Education . The following is an overview of this paper.（1） A survey of the historical transition of the empirical curriculum and the subject curriculum in the curriculum principles of postwar Japan.（2） The structure of the curriculum and educational practice based on social studies in the early postwar period.（3） The origins and development of “Periods for Integrated Study” in the course of study.（4） The relationships between ”social issues” and “student issues,” the significance of the notion of a “zest for life,” and “competency” based on critical thinking.本稿では、「総合的な学習の時間」に関する歴史的変遷を分析し、その継承すべき意義と克服すべき課題を明らかにする。その際、教育基本法第1条に掲げられている「平和で民主的な国家及び社会の形成者」として必要な資質を育成するという「教育の目的」の視点から、その意義と課題を考察することとする。本稿の構成は以下の通り。（1）戦後日本のカリキュラム原理における、経験カリキュラムと教科カリキュラムの変遷の概要。（2）社会科をコアとする、戦後初期のカリキュラムの構造と教育実践。（3）学習指導要領における「総合的な学習の時間」の創設と展開。（4）「社会的課題」と「生徒の課題」の関係、「生きる力」の意味、批判的思考を核とする「資質・能力」。

type:P(論文) type:論文

type:P(論文) type:論文

The subject of this paper is the basic consideration of the philosophy of peace and education―can we create a peaceful society through education?After World War II, Japanese educators and pedagogy researchers had to reconsider the relationships between peace and education. Herbert Read (1893-1968), a British poet and art critic, was noted at that time for being one of the philosophers who deeply considered the relationships among art, peace, and education. His thoughts influenced the art education movement in Japan after World War II. However, it cannot be said that his thoughts have been sufficiently discussed as thoughts on peace education.In this paper, based on previous research of Read’s art theory and art education theory, I will investigate his thought structure of art, peace, and education―1) theory of anarchy, 2) principle of art, 3) relationships of art and society, and 4) education through art. In addition, based on Read’s philosophy of peace and education, I will suggest the issues of peace education today―1) relationships of education and society, 2) citizenship education through art, 3) moral education as peace education.

type:P(論文) type:論文

type:P(論文) type:論文

One of the characteristics of the next course of study is the viewpoint of active learning. Active learning is defined as “it is expected that classes independent and interactive deep learning,” and the class standing in such a will incorporate active learning. In this paper, first, I consider “deep learning” and “the viewpoint of the active learning” and explain the educational methods that are expected in the next course of study. Second, I show that we can find such educational methods in the theory and practice of a variety of conventional educational methods, and consider the educational thought of Socrates and Rousseau, Kimiaki Kato’s history class practice and the liberal education movement of the Taisyo period. 次期学習指導要領の特色として「アクティブ・ラーニングの視点」が挙げられる。アクティブ・ラーニングとは「主体的で対話的な深い学び」とされており、そういう視点に立った授業デザインが求められている。本論文では、まず、「深い学び」と「視点」の意味を考察することを通して、次期学習指導要領が目指す教育方法を明らかにする。次いで、そうした教育方法は、これまでの教育方法の理論と実践に見出せるものであることを論ずる。具体的事例として、ソクラテスやルソーの教育思想、加藤公明の歴史教育実践、大正自由教育の実践を取り上げて検討する。

One of the characteristics of the next course of study is its emphasis on curriculum management. In this paper, I consider the theory and methods of curriculum management and advocate what effective curriculum management for peace education should be. The following is the abstract of this paper. （1） The relationship between the next course of study and the reform of the present educational system. （2） A survey of pedagogical theorier of curriculum management. （3） Pedagogical theories of differentiation and integration of the curriculum and the characteristics of the present curriculum in Japanese schools. （4） The history and theory of cross-curricula in the United Kingdom. （5） Curriculum management for peace education. （next paper） 次期学習指導要領の特色として、カリキュラムマネジメントの重視があげられる。本論文では、カリキュラムマネジメントの理論と方法に焦点を当てて考察し、平和教育を効果的に進めるためのカリキュラムマネジメントの在り方を論ずる。論文の構成は次の通り。①次期指導要領の特色と、現在進められている教育制度改革の関係を検討する。②カリキュラムマネジメントに関する教育学理論を概観する。③カリキュラムの「分化と統合」の基本理論を整理しつつ現在の指導要領の位置づけを確認する。④統合の事例として、イギリスのクロスカリキュラムの歴史と理論を検討する。⑤平和教育のためのカリキュラムマネジメントの構想（次回）。

type:P(論文) type:論文

type:P(論文) type:論文

Peace education in Japan has produced a rich harvest of educational practices concerning war. However, even with abundant theories and practices, systematic research into peace education is incomplete. In a global research trend, a new theory of peace education called "comprehensive peace education" is advocated. This new peace education incorporates concepts like human rights, development and the environment that are deeply related to peace. In order to systematize the theories and practices of peace education in Japan from an academic point of view based on the overseas research trend, I want to construct "a peace education study". This paper is a preliminary consideration of the research. The origin of peace education in Japan is education concerning war and the idea of the pacifism in the Constitution of Japan. In this paper, various problems with research on peace education are first elucidated. Next, the ideas and purposes of peace education are described by through a pedagogical interpretation of the Constitution of Japan.