A comprehensive Study on the Structures and Practices of Welfare Education and Volunteer Learning

福利教育与志愿学习的结构与实践综合研究

• 批准号: 10410076
• 负责人: KIKUCHI Eiji
• 金额: $ 5.76万
• 依托单位: National Institute for Educational Policy Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B).
• 财政年份: 1998
• 资助国家: 日本
• 起止时间: 1998 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-10410076/
• 关键词: Welfare Education; Operationalism; Modern Knowledge; Perspectives on Child; Free Space; Well-being; 近代; 自己変容; ボランティア学習; <近代>

This study reconstructs some perspectives for revising various practices, considering about the modern structures of welfare education and volunteer activities. It leads us to four major findings as follows.First of all, we make a qualitative examination of educational practices in junior and senior high schools to find that the idea of welfare education is very ambiguous. Secondly, a large part of the educational practices repeats highly operational perspectives on children and are lack of critical/reflective thinking on social philosophy, and so they cannot still overcome the limitations as 'modern knowledge'. Thirdly, a small part of the attempts are designs in accordance with the children's reality and influence the social structures through the interaction with outside societies of schools, where they do neither treat welfare education as the matter of the one for the old people in narrow sense nor are reduced to the education of 'kokoro'. In this report some suggestive practices are introduced as innovative practices. Fourthly, similar attempts can be found in alternative education that accepts the school refusers. In particular, free spaces, which have increased remarkably since 1990's, don't see welfare education in mechanical way but make some evidences showing that adults and communities are able to transform themselves together with the children. However, a deep welfare education spends more time and cannot necessarily produce perfect results.We should be more careful neither to systematize welfare education and volunteer activities nor to spoil the deepness of the practices. For these purposes, we should radically restruct our prevalent knowledge that is internalized in the restrains of modern schooled society. Hereafter, it is necessary more and more for the researchers to be learned by various practices and connect the isolated spaces each other.

本研究重构了一些修改各种实践的视角，考虑到福利教育和志愿者活动的现代结构。由此我们得出以下四个主要发现。 首先，我们对初高中的教育实践进行定性检验，发现福利教育的理念非常模糊。其次，很大一部分教育实践重复了高度操作性的儿童视角，缺乏对社会哲学的批判性/反思性思考，仍然无法克服“现代知识”的局限性。第三，一小部分尝试是根据孩子的实际进行设计，通过学校与外部社会的互动来影响社会结构，既不把福利教育当作狭义的老年人的事情，也不沦为“心”的教育。本报告介绍了一些建议性做法作为创新做法。第四，类似的尝试也可以在接受拒绝入学者的替代教育中找到。特别是自20世纪90年代以来显着增加的自由空间，并没有以机械的方式看待福利教育，而是提供了一些证据表明成年人和社区能够与孩子们一起改造自己。然而，深入的福利教育需要花费更多的时间，并不一定能产生完美的效果。我们应该更加小心，既不能将福利教育和志愿者活动系统化，也不能破坏实践的深度。为了这些目的，我们应该从根本上重构我们内化于现代学校社会约束中的流行知识。今后，研究者越来越有必要通过各种实践来学习，将孤立的空间相互联系起来。