イギリス新教育運動における「試験」・「知能テスト」をめぐる論争とジレンマ

In this paper I focus on Examinations and Intelligent Tests for children, which generated conflicting concepts in the quest for‘ freedom in education’ and individual work in the New Education Movement during the years 1920-1930. This was a significant decade in creating paradoxical situations for progressive teachers in state schools. This paper has three aims as follows:（a） to clarify biological and psychological meanings in the concept of the‘ individual’ based on ideas of‘ the whole child’ and‘ freedom’ for children advocated by Percy Nunn（1870-1944）, and his introduction to the experimental data presented by Cyril Burt （1883-1971）;（b） to identify critical opinion on intelligent testing from within New Educational ideas by Beatrice Ensor（1885-1974） and J. H. Badley（1865-1967）, as presented in a special feature by seven British contributors entitled“ Examinations or? Can Intelligence Tests replace Examination?” in New Era［ Quarterly Magazine of the New Education Fellowship（1921-）］ in January 1925; and（c） to consider the antithetical situation of advocates of freedom, new curriculum and new methods in progressive schools who emphasized qualities such as creativity and emotional development and, whilst accepting the use of intelligence tests. Through clarification of these situations riddled with dilemma, I indicate how the ambiguity and fragility of New Educational thought prepared the path for compromise as the eleven plus examination was implemented in state schools

「教師の専門性」／「教職実践」素描 ―教育における「理論・実践」問題の地平―

教員養成を担っている日本の大学は，様々な教育制度改革の影響を受け，それらに対応する業務に日々の時間を費やしている。その状況は20/21世紀転換期のほぼ20年間，恒常的ですらある。たとえば，ここ数年の状況を一瞥しただけでも，教員免許更新制や「教職実践演習」の導入，「教員養成6年制」案など，枚挙に遑がない。本論では，こうした政策動向に対する問題意識に誘われつつ，教員養成を担う大学の課題を俯瞰的に捉えるため，教師の専門性と教職に関する近年の議論にアプローチする。まず，①教育における「理論・実践」問題の諸局面を取り上げて教職の特徴を描出し，教師の存在論及び認識論に関する先行研究をレビューしつつ問題点と可能性を抽出し，次に、②教師の専門性とその意味内容の変遷を歴史的に辿り，その次に，③イギリスの「教師の専門性スタンダード」と日本の「教師の資質能力」論の傾向特徴や違いを明らかにし，最後に，④「教職実践演習」を超えるパースペクティヴを堅持しつつ，教員養成にかかわる大学の構えとスタンスを提示し，教員養成共同体の創出の必要性について言及する

「学びの統合」/「統合の学び」 : カリキュラム構成原理に関する試論

In this paper I shall consider \u27real learning\u27 to the question of curriculum organization, based on two philosophies of education. While typically, state systems of education have been apparently based on rational systems of systematic learning structured around timetable settings and focused on effective teaching strategies, the history and philosophy of education shows us the importance of ensuring that for students, as living and vital human-beings, learning needs to be integrated through methods of \u27real learning\u27. Philosophies of experimentalism in education advocated by educational philosophers such as Dewey, Parker, and Mead, and even Herbart and Ziller, explored issues of \u27how we think\u27 and all emphasized the concept of integration as being essential to maintain balance and well-being of the individual\u27s personality/character. In our post-modern society, these insights gain a new importance. Therefore, in addressing the principles of organization of the curriculum for the future, this paper argues that these ideas of this tradition in the history and philosophy of education need to reconsider

The New Possibility of Teacher Education using Videoconferencing System : E-learning and Pedagogy for the Technological Society

In this paper, I shall describe my pilot e-learning lessons using Videoconferencing system that I introduced to undergraduate/postgraduate students at the National University Corporation Naruto University of Education (hereafter NUE) in Japan in 2004 and 2005. In this program, trainee teachers and teachers in INSET (in-service education to training) observed some lessons video-ed at the Eveline Lowe Primary School (hereafter ELS) in Southwark, London. In this paper I aim a) to make clear the process and the ways learning took place, and b) to consider a new possibility of teacher education for the 21^ century. In offering the lectures, I intended to show these different situations within a state system of education as specific teaching styles and examples of topic-centered curriculum for children, and to compare these with typical teaching practices in Japan. Secondly I wanted to let them see some different ideas about pedagogy for teaching children. That means my purpose was to cause in each student an effect through confrontation with differences. My purpose also was to see: What did the students notice or discover from the videos cut in the class-lessons? What did they think of the lessons exploring various intelligences? What impact did they get and what comments did they write? In terms of discourse theory, my students were involved by being made aware of the nature serious/warm atmosphere within which the children at ELS were able to work during the class-lessons and by having identified for them the different teaching styles, stimulated/cooperative group activities, organization of group divided by academic abilities, open classroom, good relationship between teachers and teaching assistants. The phenomenon that evolved beyond distance and space between two classrooms-at ELS and NUE-can be called a vivid three-dimensional class-lesson. In addition, because the phenomenon represented the kind of issues it did, it may be called a sort of psychological experience as defined by Gilles Deleuse in DIFFERENCE ET REPETITION. That is to say, out of their inner chaos, we were able to see a recreation was brought about, thorough the sequence of inner experiences of complication, explication and implication. As Deleuse insists, this brings about real/significant learning and this we should present to Japanese teachers and teacher trainees. No doubt the proper use of Remote Teaching System gives considerable progress of pedagogical possibilities to Japanese students in terms of perspective of e-learning in technological society.国立情報学研究所『研究紀要公開支援事業』により電子化

イギリス シンキョウイク シソウ ニオケル ジユウ ノ シュウキョウテキ セイカク : ナゼ テツガクシャ J S マッケンジー ワ キョウイク ノ シンリソウ ウンドウ ニ コミット シタ ノカ

The subject of education is closely connected with many dimensions concerning with their world. For example, the state education is not free from society, religion, economy, and politics. How should we think about \u27Freedom\u27 in and for education? These have been fundamental questions since the time of birth of public education system. Lead by such questions, in order to explore the stance and framework constructed by the theoretical relationship between religion and society in education, this article aims to make clear the religious aspect of the word of \u27Freedom\u27 in the New Educational Movement, especially the Movement of New Ideals Education (MNIE, 1914-1939) in Britain by focusing the philosophy of J. S. Mackenzie (1860-1935) who was known as a neo-Hegelian, a brilliant pupil of Edward Caird (1835-1908) in Britain, and chief Professor of department of philosophy in University of Cardiff in Wales. The main reasons of focusing him after his retiring from university are that he participated in MNIE with his wife-M. Mackenzie (1863-1942), who was also a professor of Education in University of Cardiff, and that his cooperation with MINE carried significant ideas about religious aspects of Freedom in education. Therefore, the question why he committed to MINE appears here as a sub-title. And characteristics in this article is that lifelong activities of both E. G. Holmes (1850-1936) who was chief Her Majesty\u27s Inspector and M. Mackenzie, his wife are described. In the conclusion four points emerge as following; (a) J. S. Mackenzie\u27s main subject in his life was to explore something of the metaphysical implications of Humanism, and after the Construction of Social Philosophy he considered about both of cosmos as wholeness and the sprit as human nature, neither tabra rasa nor original sin, and he explored happiness on the earth (b) originally the background of the ideas came from critics both of the way of Modern West-centred Philosophy and the sectionalism of religion in the West, (c) therefore, his interest trended to East Philosophy like Upanishads and of Mysticism concerning with the secrets of Nature, and he made sure that the work of Philosophy should proceed to the direction of getting insight freedom of human being in education, and (d) so similarly this means synthesis with social, religious, and educational themes in the twentleth century, and it was a sub-framework to participants of MNIE. The quest of insight freedom, therefore, became the fundamental work to pioneers in education which he grasped as the essential work of precedent generation, and MNIE headed toward assimilating Humanism and Eastern Thought, which enjoyed making criticism for westernization based on Lock\u27s idea of tubla rasa and Christianity of original sin for children. This article consists of following five sections; I. Introduction: the questions and the stance in this article II. Social Dimension in New Education Movement III. \u27New Ideals in Education\u27 and academic people in Universities: Exploration of social and religious subjects in Philosophy IV. The fundamental Quest of J. S. Mackenzie: How was the spirit of human being interpreted by him? V. Conclusion: the Religious freedom as sub-framework in New Education Movement国立情報学研究所『研究紀要公開支援事業』により電子化

教師教育改革について考える ―私立セクターのスタンスとビジョン―

This paper, from the viewpoints of ‘becoming teacher’ and ‘being teacher’, discusses our stance and vision towards reforming policies in the field of teachers’ training and education in Japan. It takes into consideration authenticity of the teacher, and high levels of academic attainment for primary teachers, two directions that are in fact required by the recent government. The evidence introduced here is drawn from a report commissioned by MEXT in 2010, using interviews and a questionnaire. This data is classified in three groups: newly qualified teachers who graduated from the Department of Education at ‘M’, an independent sector university; teachers with over five years experience; and head teachers in Osaka and Nishinomiya. It is suggested in conclusion that academics engaged in teacher training and education should re-think the substantive attributes and autonomy of teachers, based on a trusting relationship between academics and teachers, in order to identify teachers’ professional needs and to anticipate or preempt political interference

Videoconferencing ニヨル イヴラインロウ ショウガッコウ ノ ジュギョウ カンサツ ノ ココロミ イミ セカイ ノ learning エノ キズキ オ モトメテ

In this paper, through introducing my pilot e-learning lessons in 2004 at Naruto University of Education where undergraduate/postgraduate students observe some lessons in Eveline Lowe Primary School (=ELS) in London by using Videoconferencing system, I aim to make clear the process and way of taking various meanings of learning. The viewpoints I as the person offering the lectures intended were to show different teaching contents and methods in a children\u27s classroom in ELS, compared with teaching practices in Japan, and to let the university students know some different ideas for teaching children. What do students notice or discover from the videos of the lessons? How do they understand the lessons to search for the meanings of learning? From the answers to these questions it is clear that students learned that there were various stances, ideas, and methods of education, and they noticed various meanings of learning which were framed by a range of considerations of learning environment surrounding the children.国立情報学研究所『研究紀要公開支援事業』により電子化

イギリス新教育運動の拡大と混迷

In this paper I focus on debate and arguments about the examination system and intelligent tests amongst educators in the English section of the New Education Fellowship. These progressives introduced new curriculum and new methods based on the simple idea of‘ freedom for children’ into state schools in England during the early 1930s. These developments can be interpreted as an expansion of New Education Movement （hereafter NEM）, but also in terms of confusion of progressive educational thought historically. This paper aims to describe three historical aspects as follows:（a） appearance of a peculiarity in reform of the examination system by the Board of Education in 1929, and the stance of Michael Sadler（1861-1943）;（b） organised expansion of the NEM and the implication of critics such as Beatrice Ensor（1885-1974）, against acceptance of mental tests developed by psychologists like Cyril Burt（1883-1971）, creating pradoxes for the NEM; and（c） the serious impact of New Education ideas on state education. Finally I elucidate the confusion of ideas that occurred in the process of expansion of NEM, with spritual ideas about children in pedagogy advocated by Ensor, and circumstances that caused ambiguity and fragility of concepts such as ‘ freedom for children’ or‘ freedom in education’ within New Educational thought

The Emergence of New Forms of Knowledge in Progressive Education : the Concept of Creativity in the Frensham Heights School (1925-)

This paper is concerned with elucidating the origin and meaning of the concept of Creativity as new forms of knowledge in the philosophy of progressive education, and focuses on a case study in Frensham Heights School (1925-), which was a typical new school in New Education Movement internationally. In this paper, I discuss the concept of Creativity using an analytical structure, using the viewpoints of insiders and outsiders as a way of attempting to illuminate the polysemous aspects of Creativity from the intersection of these two perspectives. The primary data to be used in this analysis is related to published observations of Frensham Heights School expressed by two Japanese visitors, Sumie Kobayashi (1886-1971) and Munetoshi Irisawa (1885-1945), who were renowned professors and leaders in Progressive Education in Japan; and observations of an insider, the school\u27s founder Beatrice Ensor (1885-1974), who was a theosophist and a creator of the New Education Fellowship (1921-) which advocated the International New Education Movement, taken from some of her published articles. I make clear following three points; firstly Kobayashi in 1927 and Irisawa in 1929 did not refer to the broader concept of Creativity, or show their awareness of the school\u27s concern for children as human-beings or the importance of the need to recognize the principle of the unity of spirit/mind/body development of children. Secondly they could never understand Ensor\u27s idea of the supremacy of spirit over matter as expressed indaily life, which she believed was brought about by the creative instinct and creative energy that was in every human being. Thirdly several key notions underpinned the concept of Creativity in Ensor\u27s New Education thinking, in which creative faculty in children as a manifestation of God or as the immanence of God, and therefore the concepts of differences, freedom and spirituality related to the concept of Creativity were recognized as crucial features of the philosophy of education. Differences as well as freedom to express it in aharmonious context are seen as essential to the creation of anything: nothing is born where there are no differences. Finally because Creativity is identified with the special/instinctual/vital inner abilities of children and related to equality as the individual child, current schools which emphasize child-centered education implement the value of creative education in their daily practice of education. We need to recognize how education isshaped by new forms of knowledge and we should recognize the important concept of Creativity. This paper consists of the following five sections; 1. Introduction 2. What Impression did Visitors have of the Frensham Hights School? 3. How did the Concept of Creativity in Insiders Perspective emerge? 4. How did the Concept of Creativity become Central to the Theoretical Framework of the School Curriculum? What was the Origin of the Idea of Creativity? 5. Conclusion: What was the Concept of Creativity of New Education introduced by Outsiders and Insiderspresent