Citizenship Education in an Age of Measurement (1) : How did the Japanese Educational Researchers Discuss about Educational End(s), Evaluation, and Ability?

In order to clarify the Japanese context of evaluation in citizenship education, we will focus on the thoughts of four educational researchers at the post WW2 Japan: Shuichi Katsuta, Toshio Nakauchi, Kaoru Ueda, and Minoru Murai. Section 1 will argue the potentiality and limitation of educational theory of ability, achievement, and assessment in Katsuta’s and Nakauchi’s thought. Their arguments aimed at a criticism against meritocracy, and at this point their argument would be a meaningful suggestion even for our age. There is, however, the limitation of their theory and we will refer to a criticism against their argument after 1980s. Section 2 will refer to Kaoru Ueda’s thought on evaluation. For Ueda, evaluation in education is a start point of teaching. He puts importance on the individual. Ueda says that if you cannot conceive the differences [Zure], students’ changes appeared after teaching, you are not apt at teaching students any more. However, it needs very highquality teachers, and it would be a weak point of his thought. Section 3 will introduce Minoru Murai’s theory on evaluation in education. What is an educational problem for Murai? It is goodness. For Murai education is making individuals better. Therefore we should or need to ask what education is for. By this approach, educational bad condition would be reconstructed and get better. At this point, Murai’s thought resembles Biesta’s arguments.【2014年度若手研究者育成プロジェクト（Young Scholars Training Program）Joint International Symposium with Stockholm University “Education in the Era of Globalization”】プロジェクト採択者ワーキングペーパー（高度化センターHP に掲載のものを再掲

Citizenship Education in an Age of Measurement (2) : Toward a New Paradigm of Evaluation in Citizenship Education

The purpose of this paper (the second part of this research) is to describe the resent conditions of citizenship education and to show a new paradigm of evaluation in citizenship education. Section 1 will show you a new conception of citizenship education by Gert J. J. Biesta. He calls it “subjectification.” However, Biesta has not talk about the evaluation of it. That is why we inquiry of new paradigm of evaluation, and we would refer to Biesta’s intellectual resources: Jacque Rancière and John Dewey. In section 2, we will describe citizens as the spectators of schooling from Jacque Rancière’s theory: one of the important members for the assessment of schooling. They are not the consumers of schooling: they not only pay taxes for supporting their schools but also should participate in the assessment of schooling. At section 3, we will focus on John Dewey. Dewey’s thought on democracy is very fruitful for constructing a new paradigm of evaluation. Democracy is a way of associated living for Dewey. Democracy consists of association and communication. For Dewey, the democratic society always has fallibility: people have a chance to retry something. Therefore, in the democratic education, if children made a mistake it would not mean an evil thing to be eliminated. Rather it is a chance to reconstruct one’s ideas and to retry something. The evaluation in citizenship education should not be made up with “predetermined correctness.” If we admired Biesta’s conception of citizenship education, we should also admire some mistakes and the chances to retry.【2014年度若手研究者育成プロジェクト（Young Scholars Training Program）Joint International Symposium with Stockholm University “Education in the Era of Globalization”】プロジェクト採択者ワーキングペーパー（高度化センターHP に掲載のものを再掲

Citizenship Education in an Age of Measurement (1) : How did the Japanese Educational Researchers Discuss about Educational End(s), Evaluation, and Ability?

In order to clarify the Japanese context of evaluation in citizenship education, we will focus on the thoughts of four educational researchers at the post WW2 Japan: Shuichi Katsuta, Toshio Nakauchi, Kaoru Ueda, and Minoru Murai. Section 1 will argue the potentiality and limitation of educational theory of ability, achievement, and assessment in Katsuta’s and Nakauchi’s thought. Their arguments aimed at a criticism against meritocracy, and at this point their argument would be a meaningful suggestion even for our age. There is, however, the limitation of their theory and we will refer to a criticism against their argument after 1980s. Section 2 will refer to Kaoru Ueda’s thought on evaluation. For Ueda, evaluation in education is a start point of teaching. He puts importance on the individual. Ueda says that if you cannot conceive the differences [Zure], students’ changes appeared after teaching, you are not apt at teaching students any more. However, it needs very highquality teachers, and it would be a weak point of his thought. Section 3 will introduce Minoru Murai’s theory on evaluation in education. What is an educational problem for Murai? It is goodness. For Murai education is making individuals better. Therefore we should or need to ask what education is for. By this approach, educational bad condition would be reconstructed and get better. At this point, Murai’s thought resembles Biesta’s arguments.【2014年度若手研究者育成プロジェクト（Young Scholars Training Program）Joint International Symposium with Stockholm University “Education in the Era of Globalization”】プロジェクト採択者ワーキングペーパー（高度化センターHP に掲載のものを再掲

Yasuto Miyazawa, Historical Anthropology of Educational Relations

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