Free Speech and the Regulation of Hate Speech on Campus in U.S.A

In recent years, American campuses have experienced a lot of disturbing incidents of racial insults and harassments. In response to the rising number of these incidents, many campuses have led to adopt or to consider adopting student conduct rules prohibiting slurs and epithets against persons on the basis of thier race, ethnicity, religion, sex, and so on. There are heated debates concerning the proper response to the issue. At the center of the controversy is a tension between the constitutional guarantees of equality found primarily in the Fourteenth Amendment and the constitutional guarantees of free expression found in the First Amendment

<Individual Paper>Coherentists\u27 approach to educational administration in America

Much of the devate over educational administrative theory has been made by philosophical considerations. From the rise of Theory Movement in early 1950\u27s, logical empiricism dominated the scene in educational administration for long. But many critics argue that logical empiricists theory of knowledge is too narrow to be usefully applied to any systematic account of educational administration. C. Evers and G. Lakomski think educational administration is best served by a post-positivist theory of science that is broad enough to incorporate considerations of ethics and human subejectivity. Such a theory should be justified by a coherentist epistemology which they see as a major alternative to the foundational epistemological assumptions shared by positivism

英仏独日の教育課程基準と教科書に関する研究

In England, France, Germany, and Japan, curriculum standards are made by the Ministry of Education. Textbooks are published by private companies. In each country, to what extent do the standards influence textbooks? In England and France, they can publish textbooks freely, but in Germany and Japan, the Ministry of Education authorizes textbooks. Is there some difference between the former countries and the latter? I compare curriculum standards and textbooks of four countries, and I attempt a suggestion at an actual textbook system and contents in Japan

ファルー法期フランスにおける初等学校と宗教教育

本研究の目的はファルー法の成立（1850 年）期から，フェリー法（1882 年）にとってかわられるまでにフランスの初等教育においてもっとも重要視された「道徳・宗教教育」について，法制度や学校にかかわる制度，および宗教教育内容の観点から実態を明らかにすることである。当時のフランスの宗教教育の内容についてはとくに日本の先行研究では言及されることのない領域である。一次資料，二次文献を使用してその実態を明らかにすることを試み，それらを踏まえて法制関係の事柄に関しても新たな知見を得ようとしたものである