Governance Issue on Citizenship/Social Studies Education: Democratic Education and its Paradox Problem

This study would explore some questions on citizenship/social studies education from the perspective of the governance structure in subject pedagogy. It would research school curriculums in England and Japan, find out the difference, examine the effect of value-relations in subject pedagogy and consider the governance structure of citizenship/social studies education as subject pedagogy. And it would find out that integrating the three processes of citizenship/social studies education leads to a paradox structure, but that there is a way of escaping this dialectically, through spiralled levels

The issues and problems of multi-cultural education in Japan : Focus on formation of pluri-identities

This paper aims to clarify the current situation of multicultural education in Japan, based on analysis of typical teaching practices in the area related to education for international understanding in Japan, and to identify debates and arising issues. It has clarified the specific characteristics of each form of education. In particular, it focused on differences between each type of education in terms of the way each type addresses culture and identity. The starting point of the area related to education for international understanding in Japan was education for international understanding, which developed into global education, intercultural education and multicultural education, with a feature of this development being its diversity. In particular, as represented in multicultural education, the focus is on cultural diversity in society, along with plurality of cultural elements, and it can be understood that the 2 aspects of diversity and plurality are important. What is more, research has developed to the point of demonstrating the effects of this cultural plurality on individuals’ inner selves. Our complexity as individuals whose inner beings are influenced by culture leads to the formation of identity plurality (pluri-identities) through the compounding of cultures and people, exposing the diverse selves within the self and the identities of those selves, and leading to tension and conflict that need to be managed. The issue of how education related to education for international understanding addresses these problems is an important contemporary issue to be discussed.This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu,Vol.5

Utilization of authenticity in the learning of a researcher : Summary of the joint research (university years 2014-2016)

　本稿は，2014 年から2016 年の3 カ年にわたる共同研究の成果を総括したものである。第一年次（2014 年度）は，専門科学者と大学院生＋教育研究者が１つのグループになって，専門科学者の指定した論文読解を大学院生が読解し，その論文の内容理解だけではなく，論文の構造と研究者の学びの構造を発見することを目指した。第二年次（2015 年度）は，同一研究者，あるいは，同一領域における2 つの論文を選択し，2つの以上の論文を比較考察することで，同一研究者における，あるいは，同一領域における学びの構造の異同，歴史的変化を検討した。第三年次（2016 年度）は，論文や著書を読解し，単元（授業）づくりへ至る教師の活動を即した教材研究における論文読解の構造と単元（授業）づくりへの活用構造の関係を解明した。 　これらの研究成果として，次の点を明らかにした。 （1）専門科学者の研究論文には，研究者の学びが表現されている。 （2）研究者の学びは，論文の構成とその内容に示されている。 （3）研究者の学びを取り出すには，論文の構成と内容から，著者＝専門科学者の学びを取り出すことができる。 （4）研究者の学びは，研究領域ごとに，それぞれの構造をもっており，その構造を発見し取り出すことができる。 （5）研究者の学びの構造から授業（単元）づくりへの移行には，①その内容の転用，②内容そのものの構造の転用，③内容構造の基本コンセプトの転用，の3 タイプがある。This report summarizes the results of the three-years joint research conducted from 2014 to 2016. In the first year (university year 2014), a scientist/scholar specialized in a field, graduate students and education researchers formed a group with the aim of having the graduate students interpret academic papers specified by the researcher, understand the contents and discover the structure of the paper and the structure of learning of the researcher. In the second year (2015), two academic papers by the same author or in the same field were selected and compared to investigate differences, similarities and historical changes in the structure of learning by the same researcher or in the field. In the third year (2016), academic papers and books were interpreted; and the relationship between the structure of paper interpretation and preparation of teaching units in research of teaching materials that conform with teacher’s activities toward preparation of teaching units, was clarified. As the results of the study, the following points were clarified: (1) An academic paper of a researcher in a special field expresses learning of researchers. (2) Learning of a researcher is expressed in the composition and contents of a paper. (3) In extracting the learning of a researcher, it is possible to extract the learning of the author, who is a scientist/scholar, from the composition and contents of a paper. (4) Learning of a researcher has a respective structure to each field of research, and it is possible to discover and extract the structure. (5) There are three types of process for using the structure of learning of a researcher in lesson (teaching unit) preparation: 1) conversion of the contents, 2) conversion of the structure of the contents, and 3) conversion of the basic concept of the content structure

“Authentic Learning” for Teachers : A Comparative Study of Paper Reading for Research on Teaching Materials

本稿は，昨年度に引き続く共同研究の分担研究である。本共同研究では，教師が専門科学（研究）者の研究内容を消費・活用するだけではなく，専門科学者という一人のひとの学習とその過程を読み解き活用することをねらい，教師が進める学習に専門科学（研究）者の側から支援する方法を見い出すことを試みている。本研究の一連の「真正な実践」研究は，専門科学（研究）者が行う研究を学校教師が教材研究として読み解き，その読み解きから一人の研究者の「学習」過程へと読み変える変換システムを開発しようとするものである。 共同研究の二年次の各担当者は，研究領域におけるトピック（主題）を設定し，発行年代，あるいは，著作国･地域，または，著者が違う複数論文（著書）を取り上げ，２つの論文の基本構造とその研究過程を解明する。本稿は，本共同研究の入門編として，価値（法）領域と知識（社会）領域に関連するトピック（主題）を取り上げた２つの著書を事例にして教師が進める教材研究の一つとしての複数論文（著書）読解とそこから引き出すことができる研究者の「真正な学び」の過程と構造を解明する。 本稿は，税制（税金）を主題にした複数の著書を取り上げ，各著書の基本構造を取り出す。２つの著書は1970年，2012年発刊と年代を異にした刊行物であり，同じ主題における基本構造の類似性と，年代的相違性を比較検討した。また，税制（税金）と言う主題に関する教材研究から導出することができたことは次の３点である。 １）時間的な差異をもった２つの著書には，変化，発展，影響があること ２）同じ領域の著書におけるその研究の構造は，類似のものであること ３）教師の教材研究では，著書の読解を通して研究の構造を生成するとともに，複数の著書における構造変化を理解し，単元や授業にどのように利用するのかを決定することが必要であること 本稿は，複数の論文（著書）読解が各研究領域の固有性に規定されながら，各研究領域で取り扱われるトピック（主題）によって，それぞれの構造が異なるものを取り出すことができること，また，その構造を研究者の「真正な学び」として転用することができることを明らかにした。This research is part of a collaboration that has been ongoing from the previous year. In this collaboration, teachers not only use professional social scientists’ research content but also aim to decipher and utilize the learning of professionals in their individual practice; they attempt to find a way to help professional social scientists develop their learning. In this study’s series of research into “authentic learning,” teachers decipher the research conducted by professional researchers by examining it as teaching material and developing a conversion system to read and modify the deciphered results as the individual researcher’s learning process. In the second year of the collaborative research, each representative selected a topic (subject) in the research area and multiple papers (books) with different publication dates, countries/regions of origin, or authors. They deciphered the basic structure of two papers and the researchers’ research processes. To introduce this collaborative research, each teacher chose two books to develop case studies and selected topics (subjects) related to the (legal) area of value and (societal) area of knowledge. The teachers then clarified their understanding of the multiple papers (books) by conducting research on the teaching materials and clarifying the processes and structures of the researchers’ authentic learning; this clarification aided the further understanding of authentic learning processes. This paper addresses multiple books that focus on the tax system and determines the basic structure of each book. Two of the books were published at different times, in 1970 and 2012, and the differences in the two books due to the different publication years were compared, along with their similarities in subject and basic structure. The following three points could be derived from the research on the teaching material related to the subject of taxation. 1) The two books written at different times involved changes, developments, and influences. 2) Books from the same field showed an analogous research structure. 3) In their research into teaching materials, it was necessary for the teachers to generate structures for the researchers’ work through reading the books, understand the structural changes in the various books, and determine their use in units or lessons. This paper clarified that, while the comprehension of multiple papers (books) is bound by the uniqueness of each research area, depending on the topic (subject) to be handled in each research area, different structures can be extracted; it also demonstrated that it is possible to repurpose these structures as the researchers’ “authentic learning.

シカゴ大学実験学校の講演会「アメリカの教育改革と学校教育の再設計」

　本報告は，2016 年7 月2 日と5 日，学習システム促進研究センター（RIDLS）が主催した講演会「アメリカの教育改革と学校教育の再設計－シカゴ実験学校の21 世紀型学習－」の概要を述べたものである。 　講演会のプログラムと概要を解説したうえで，その成果を述べた。成果として次の3 点を指摘した。 （１）1896 年，デューイによって設立されたシカゴ大学実験学校は，彼の教育についての考えを実際の教育現場で進めることであったが，その後もデューイの進歩主義教育を実践する学校として続いている。 （２）現在のシカゴ大学実験学校も，進歩主義教育の理念を継承し，経験の再構成，生活と経験，とくに，教科や教材と経験の相互関係を踏まえ，子どもの中心の教育を推進している。 （３）教科の教育もその役割を継承し，知識教授とともに経験の再構成，創造を果たすものとして進められており，社会科，美術科もその役割を担っている。講演会「アメリカの教育改革と学校教育の再設計」（2016 年7 月2･5 日開催

New Theories and Practice in Social Studies in Japan: Is Citizenship Education the Aim of Social Studies as a School Subject?

This paper aims to introduce new theories and practice in Social Studies in Japan since the 1990s, to outline some trends and characteristics relating to the question ‘Is Citizenship Education the aim of Social Studies as a school subject?’ and to identify ‘Applied’ and ‘Academic’ Social Studies as two separate categories. The Japanese Ministry of Education, Culture, Sport, Science and Technology has long advocated the merits of Applied Social Studies, but recent trends have seen educational researchers and local education administrators actively supporting the reformation and promotion of Social Studies from an ‘applied’ perspective. Going even further, several schools and districts are so in favour of this development that Citizenship Education has been incorporated as a subject or topic into the school curriculum. However, defence of Academic Social Studies is also deeply rooted; its argument being that Social Studies means Social Sciences. According to this view, Geography, History and Civics (comprising politics, economics and sociology) are treated as distinct fields of Social Studies

シカゴ大学実験学校の教育とその評価

　本稿は，講演会を通して追究した，21 世紀の今，学校は，何のために，どのような教育を，どのような形で行うのがよいのか，という問題に関して，シカゴ大学実験学校はどのような回答をもっているのか，検討した。そのために，中村（2017a, 2017b）と阪上（2017）を受けて，シカゴ大学実験学校が教育の基本を確認し，その評価を試みるものである。 　シカゴ大学実験学校の教育の基本に関して，学校，教育，学習，教科の学習の4 点を中心に，デューイの考えと比較して，歴史的，現代的な観点から評価した。 　その結果として次の3 点を指摘した。 （１）1896 年，デューイによって設立されたシカゴ大学実験学校は，彼の教育についての考えを実際の教育現場で進めることであったが，その後も，また現在も進歩主義教育を実践する学校として継続している。 （２）現在のシカゴ大学実験学校も，経験の再構成，生活と経験，とくに，教科や教材と経験の相互関係を踏まえ，子どもの中心の教育を推進している。 （３）教科の学習もその役割を継承し，知識教授とともに経験の再構成・創造を果たすものとして進められており，社会科，美術科もその役割を担っている。In this study, we examined what types of answers can be found from the University of Chicago Laboratory Schools for the questions addressed through lectures on how modern 21st century schools should provide education, in what form it should be provided, what purpose it should serve, and what type of content it should have. To answer these questions, in this study, we examined the basis of education at the University of Chicago Laboratory Schools and attempted to assess it based on Nakamura (2017a, 2017b) and Sakaue (2017). The basic education at the University of Chicago Laboratory Schools was assessed from a historical and modern perspective by comparing it with Dewey’s ideas on the four points of the school itself, its education, the learning that takes place, and the subjects offered. As a result of the comparison, the following three points were identified: (1) The University of Chicago Laboratory Schools were established by John Dewey in 1896, and they were a place where his ideas about education could be put into practice in an actual educational setting. It continued to be a school that practices progressive education, and it continues to serve this role even today. (2) Today the University of Chicago Laboratory Schools are still promoting child-centered education based on reconstructing of experience and life experience, especially interact between subjects/teaching materials and experience. (3) Subject learning has also inherited this role, and it serves to create and restructure experience along with knowledge-based lessons. Social studies and the arts also serve this role