The Aims of Education and Individual Life ; Some Reflections （1）on Education by T. Percy Nunn

In this article, in order to rethink“what are the aims of education for individuals as human beings?”, we try to describe the nature of Nunn’s philosophy of education and the historical origins of progressive education from his book, Education: Its data and first principles（thereafter Education）,2 particularly in chapters one to three dealing with the aims of education and individual life. We also consider some practical ideas in present day progressive education. In the conclusion we suggest that the aims of education in his philosophy of education are compelled to reflect the development of individuals as a whole. In terms of contemporary education we consider the development of IQ, EQ, SQ with reference to the 3D theory of intelligences. We consider that Percy Nunn’s view of the main aims of education is that children who learn to love learning are able to grow into an enlightened and civilized personality /character

Individuality and Play1 in Education ; Some Reflections （2）on Education by T. Percy Nunn

Our argument in this article, which focuses on the educational theories of Sir Percy Nunn, is concerned with teaching methods, subject content and the curriculum, in order to develop children who are able to learn through their own motivation the key skills and the multiple intelligences they need for a healthy and successful life. We wish to consider the wellbeing and the balanced development of children in an environment where there is increasing pressure to be successful in academic tests. Finally we conclude that methods of teaching might be adopted which encourage individuals to assume responsibility for themselves at an early age, and that such methods might also facilitate interaction, promote discussion and collaboration, and enable students to practice these key skills, including communication skills

The Growth of the Self and the Role of the School in Developing Key Intelligences; Some Reflections (3) on Education by T. Percy Nunn

Following on from our previous two articles on Nunn’s work, in this third article we shall, with a similar approach to Nunn’s book Education, focus on ‘the growth of the self’, ‘the mechanism of knowledge and action’, ’the development of knowledge’, ‘the school and the individual’ in which he deals with ‘the growth of self’, and the role of the school in ensuring that each individual is able to achieve the fullest expression of his or her individuality and the fullest possible development of the social, emotional, instinctual, physical and spiritual intelligences, learning by doing, discipline and good conduct, and curriculum content. He was of course a pioneer in recognising that schools should aim to develop and produce individuals who can contribute to society through their capacity for creativity and self-expression, and through their passion for lifelong independent learning. In the conclusion we consider the way in which the atmosphere, the ethos and the culture of the school impacts on its pupils; the significance of ‘willpower’, which is able to arouse the ‘integrative function’ and becomes the base of human development Nunn described; the key intelligences to develop individual character. Finally we, in order to reform education in schools, give a strong admonition to our contemporary educational systems which calls competitive emotions from school children

シンポ シュギ キョウイク ニオケル コドモ チュウシン ノ キョウイク Child-Centred Schooling ノ リロン ト ジッセン : イヴライン ロウ ショウガッコウ ノ テイキ スル モノ

In order to explore the fundamental issues surrounding Child-Centred schooling and Integrated Studies based on the philosophy of the Progressive Education, a collaborative study with the cooperation of the headteacher of Eveline Lowe Primary School (founded in 1966) is conducted and a progressive framework for Integrated Studies in Japan is discussed in this paper. Eveline Lowe Primary School is regarded as one of the first open plan schools that emerged in Britain and continues to follow the philosophy of Child-Centred schooling. First, the history of progressive education is sketched briefly; secondly, a description of the circumstances of Eveline Lowe Primary School today is followed by a description of the core values and aims of the school; thirdly, the beliefs of the headteacher who endorses holistic development through active learning are described, and a fundamental theory is produced from them. The characteristic theory and practice of this child-centred schooling are abstracted as follows; (a) this school aims at growth and development of the individual child, (b) the school sets a progressive curriculum framework, taking cooperation, activity, creativity, imagination, empowerment, and enlightenment into consideration, (c) the contents of the school curriculum and the styles of teaching and learning are based on the notion of multiple intelligences, (d) this practice proposes a significant theory that the core concept of the Child-Centred school is the Multiple Intelligences (Instinctual, Intellectual, Emotional, Social, Physical, and Metaphysical) of IQ (Intellectual Quality), EQ (Emotional Quality), and SQ (Spiritual Quality). People who criticize Integrated Studies in Japan, therefore, ought to argue on these fundamental issues of learning before the insistence of "drop in scholastic abilities". Here we propose that the holistic development of the child requires the development of all three types of intelligence simultaneously, and that for students\u27 own futures it is essential that a love of learning and an ability to engage with creativity and imagination, and to be self-motivated in life and in learning, are regarded as being at least as important as the achievement of high scores in academic tests. This paper consists of following five sections: I. Introduction: Purpose and Construction of this Study II. Historical Survey on progressive Education and Eveline Lowe Primary School III. The Circumstances of Eveline Lowe Primary School at the end of 2001 IV. Development of the Child-Centred schooling for 21^ Century: Headteacher\u27s belief on progressive Education V. Conclusion: Toward Creating the Progressive School Culture国立情報学研究所『研究紀要公開支援事業』により電子化

Stratified University Strategies: The Shaping of Institutional Legitimacy in a Global Perspective

Globalizing forces have both transformed the higher education sector and made it increasingly homogenous. Growing similarities among universities have been attributed to isomorphic pressures to ensure and/or enhance legitimacy by imitating higher education institutions that are perceived as successful internationally, particularly universities that are highly ranked globally (Cantwell & Kauppinen, 2014; DiMaggio and Powell, 1983). In this study, we compared the strategic plans of 78 high-ranked, low-ranked, and unranked universities in 33 countries in 9 regions of the world. In analyzing the plans of these 78 universities, the study explored patterns of similarity and difference in universities' strategic positioning according to Suchman's (1995) 3 types of legitimacy: cognitive, pragmatic, and moral. We found evidence of stratified university strategies in a global higher education landscape that varied by institutional status. In offering a corrective to neoinstitutional theory, we suggest that patterns of globalization are mediated by status-based differences in aspirational behavior (Riesman, 1958) and "old institutional" forces (Stinchcombe, 1997) that contribute to differently situated universities pursuing new paths in seeking to build external legitimacy.18 month embargo; published online: 13 Sep 2018This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]