History and Pedagogical Nature of Taste Education in Japan, France and Italy through Textbook Analysis
History and Pedagogical Nature of Taste Education in Japan, France and Italy through Textbook Analysis
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通过教科书分析日本、法国和意大利品味教育的历史和教学性质
DOI：
10.5874/jfsr.27.2_48
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Haruka Ueda
中科院分区：
文献类型：
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作者：
Haruka Ueda
在食品教育研究中，一个主要的挑战是它的“概念模糊”。这模糊了食品教育的教学特性，使人们难以理解其对儿童的一般教育影响，并阻碍了食品教育行为者之间的合作。这在很大程度上是由于教育模式（从营养到农业）和相关学科的多样性。为了克服这些挑战，本研究的重点是品味教育，在法国，意大利和日本推广的最系统的模式之一。首先，分析了三国几种审美教育模式的产生和传播过程，以阐明它们之间复杂的教学互动关系。其次，从这些国家最成熟的模式中选出三种，对这些教科书进行分析，以确定其教学性质的共同点。研究结果显示：1）味觉教育是因应全球化、工业化、食品医疗化所造成的“儿童味觉退化”，而发展的教育目的，是培养儿童建构与身体和谐关系的能力（自我）“和”他人与社会环境“; 2）其教育内容包括学习味觉，五种感官和相关的社会文化方面的生理理论，3）其教学方法遵循“尊重人的感官主观性”、“非规范性”和“相对性”的原则。这些确定的共同点可以有助于更好地理解其教育性质，从而防止其“概念模糊”。然而，也发现了进一步的挑战，特别是它与营养教育的区别不成功，以及需要扩大其理论基础（如社会学），超越目前的生理学和心理学基础。
In food education research, one of the major challenges is its ‘conceptual ambiguity’. This blurs the pedagogical identity of food education, complicates the understanding of its general educational impacts on children, and hinders cooperation among food education actors. This is largely due to the diversity of educational (from nutritional to agricultural) models and the concerned academic disciplines. To overcome these challenges, this study focused on taste education, one of the most systematic models promoted in France, Italy, and Japan. First, the processes of genesis and transmission of several taste education models in the three countries were analysed to elucidate their complex pedagogical interactions. Second, three of the most established models in these countries were selected, and these textbooks were analysed to identify the commonalities in their pedagogical nature. The findings included the following: 1) taste education was developed as a response to the ‘impoverishment of children’s taste’ due to the globalisation, industrialization, and medicalisation of food, with an educational goal of expanding the abilities to construct harmonious relations with ‘one’s body (the self)’ and ‘others and social environments’; 2) its educational content includes the learning of physiological theories of taste, five senses and related socio-cultural aspects of food, the tasting of actual food samples, and the verbalisation of its sensory perception and its socialisation with other peers; and 3) its teaching method follows the principles of ‘respect for one’s sensory subjectivity’, ‘nonnormativity’, and ‘relativisation’. These identified commonalities could contribute to a better understanding of its educational nature and thus preventing its ‘conceptual ambiguity’. However, further challenges were also identified, particularly its unsuccessful distinction from nutrition education and the need to expand its theoretical foundations (such as sociology) beyond the current foundations of physiology and psychology.
法国品味教育课程
DOI：
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发表时间：
2018
期刊：
宇都宮大学教育学部教育実践紀要
影响因子：
--
作者：
由留木俊之;金森昭憲;太田順康;石川美久;山岡武邦，山田哲也，大久保奈吟;土山和久;松本謙一・尾島良幸;水山光春;荻窪光慈;Yuichi Oguchi and Yasuhiro Kikuchi;ギュンター・R・クレス （松山雅子 監訳）;上原秀一，大森玲子，久保元芳
通讯作者：
上原秀一，大森玲子，久保元芳