論文

ハッチンズはその生涯の大半を大学像の探究に捧げた。そしてその大学像の構成には、教育概念が重要な役割を担っていた。本稿では、20代半ばから大学の管理運営にかかわり、30歳でシカゴ大学の学長に抜擢された彼の大学像・教育概念の変遷とその意味を考える。彼は研究志向の強い多機能的総合大学の統合原理として「教育」を位置づけた。それによって大学の知的再生産機能を作用させようとしたのである。大学を去った後にも彼の大学像の探究は継続された。ただし「教育」の役割に関する考え方には変化が生ずる。大学・教育が社会からの要請に従属的である、との認識を強めるのである。大学・教育は社会を変革できないのか。ならばどうすればよいのか。晩年に展開された「ラーニング・ソサエティ」に至る思想的挑戦のなかで、彼はその課題にいかなる解答を見出そうとしたのか。

教育思想史学会第18回大会のシンポジウムは、「教育思想史学会の思想史」への取り組みの一つである。研究会発足以来の私たち自身の来し方行く末について、主として外部との関係に焦点をあてて考えることをねらった。論点は、近代教育(学)批判としての教育思想史固有の課題を徹底するという立場から、それにとらわれずに広く「外へ」の拡張を誘う立場にまで至った。学会の固有性へのこだわりと、外部世界つまり他の教育研究領域(学会)や社会との積極的な交流(拡張)はどのようにして両立できるのか。筆者の観点から、4人の論者の主張への応答と疑問を提示する。筆者自身は、内向と拡張を架橋するための戦略を、「思想」の再定義にもとづく実証的な思想史の試みに求めたい、と考える。

The purpose of this paper is, by means of a critical examination, to point out problems in the logical structure of an educational reform plan proposed by the paideia group under the direction of Mortimer J. Adler during the years 1982-1984. These reflections include the following points : (1) Under what kind of problem awareness in connection with the social and educational situation in America did Adler develop his reform plans ? (2) To what degree does his reform plan conform to his problem awareness ? As a result of these reflections the following points become clear : Adler's problem awareness included two points : (1) For the realization of democratic education it is necessary to establish an educational system with quantative and qualitative equality ; (2) educational reform is necessary for the economic development of America. On this basis he maintains that all American children should be offered the same educational objectives and the same educational curriculum. However, by analyzing the logical structure of the reform conception it becomes clear that (1) in his concept of 'equality', the inequality 'in the point of degree' of children's capacity on the one hand, and the inequality of the educational 'outcome' on the other hand, is presupposed ; (2) school education is expected to serve the function of promoting the values of the existing industrial society. These two points are in conflict with Adler's problem awareness and thus his reform theory contains, from the viewpoint of logical structure, problems as yet to be overcome.

記事分類: 教育・スポーツ--教育学

記事分類: 教育・スポーツ--大学

The purpose of this study is to examine the influence of Traditionalism in education over the Great School Debate in the 1980s in the United States. As the first part of the study, this paper aims to clarify the meaning and definition of excellence as an educational goal. And it will develop a conceptual framework to consider the position and trends of the current educational reform movement: the "excellence movement," and the debate about it (the Great School Debate), in the United States. Between 1982 and 1985 lots of reports on the state of the nation's schools were issued in the United States. They emanated from diverse sources: the federal government and its agencies, state governments and their agencies, various private philanthropic organizations, business interests, testing organizations, and individuals. It is not too much to say that, in the 1980s, there has never been more spirited controversy about what schools should do in the history of American education. The key term of the current educational reform movement and the debate on it is the concept of excellence which is an ambiguous and underfined word. American people seems to be favorably disposed towards excellence in education. But it is used uncritically as an emotive slogan to support and justify practically any change, any reform, and any criticism of present educational policy. The author of this paper tries to clarify the conceptions of excellence and to develop a conceptual framework of it, from following four points of view: 1. To examine what kind of conceptions of educational excellence the commission and individual reports for educational reform adopt. 2. To examine the discussion and criticism about the conceptions of the reports. 3. To examine some conceptual frameworks of educational excellence which educational philosophers attempt to develop. 4. To examine the conceptions of educational excellence which developed in the discipline-centered education after the Russian's success in launching Sputnik in 1957. It is given as a conclusion that there are two conceptions of excellence in education. The first conception means seeking to educate everyone to the limit of his or her ability and pursuing the development of human diverse potentiality at all levels. This conception is the characteristic of the 1960s'. The second conception of excellence in education means the attainment of academic and intellectual standards, basic skills, and a common core curriculum which is measurable by the minimum competency tests. This is the typical conception of the 1980s.

本報告において筆者は、「教育」思想史のオルタナティヴとして「Learningの思想史」を提案する。それは、「教育」ではすくいきれない人間の知的営為について、Learningということばを軸としてゆるやかに捉えこむことによって、その意味を歴史の文脈のなかに探し求めようとする試みである。Learningの思想史の対象と方法は多様でありうる。ここではそのアプローチの一つとして、Liberal Artsはどのように学ばれてきたのか、という問いを立てる。それによって「学習」でも「学び」でも、そして「教育」でもないLearningの様相に迫りたい。とりわけ大学成立前後のLiberal ArtsのLearningにまなざしを向けてみよう。そこに見えてくるのは、テクストと対峙しつつ「読む」こと、そしてそれについて「瞑想」「記憶」する、というLearningである。テクストをパラメータとして、Learningを見る視点。それを今回提案したい。

記事種別: 書評