A COMPARATIVE STUDY ON THE FORMATION OF PUBLIC CONCIOUSNESS IN MORAL EDUCATION IN JAPAN AND IN GERMANY

日德德育公众意识形成的比较研究

• 批准号: 15530496
• 负责人: NOBIRA Shinji
• 金额: $ 1.15万
• 依托单位: Toyama University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530496/
• 关键词: the public; moral education; Germany; international information exchange; Habermas; the discourse approach

Chapter 1 : Concepts of the public in Japan and in GermanyIn chapter 1, concepts of the public in Japan and in Germany were categorized based on philosophical and sociological literatures. The following three types were gained as characteristics of concepts of the public : 1. autonomy oriented dependency oriented, 2. united value oriented -diverse value oriented, 3. nation oriented -non nation oriented.In both countries, the concept of the public as civil association should be seeked in the future, whose characteristics are autonomy, diversity and social collaboration.Chapter 2 : Theories on formation of morality and conciousness of the public in moral lessons.In chapter 2, through comparison of the Kohlberg's and Habermas' theory of moral development, the direction of ideal moral lessons was examined. It is concluded that the discourse approach based on the theory of Habermas is, in comparison to the moral discussion approach based on the theory of Kohlberg, theoretically more suitable to formation of the conciousness of the public in meaning of civil association.Chapter 3 : Statistic research on the formation of conciousness of the public in moral lessons.In chapter 3, through the questionnaire research to school teachers and students in Japan and in Germany, the following results was concluded : the moral lessons of the discourse approach have influence on formation of conciousness of the public in aspects of autonomy and social collaboration for Japanese students, and in aspects of diversity for German students.

第一章：第一章以哲学和社会学文献为基础，对日本和德国的公众概念进行了分类。通过分析，得出了以下三种公众概念的特征：1.自主性导向依赖性导向，2.统一价值取向-多样价值取向;国家取向-非国家取向，两国未来都应寻求以自治性、多样性和社会协作性为特征的公众作为民间社团的概念。第二章通过对柯尔伯格和哈贝马斯道德发展理论的比较，分析了道德教育中道德形成和公众意识的理论基础。探讨了理想德育课的方向。本文的结论是，基于哈贝马斯理论的话语途径比基于科尔伯格理论的道德讨论途径更适合于公民结社意义上的公众意识的形成。第三章：德育课公众意识形成的统计研究第三章，通过对日本和德国的中小学教师和学生进行问卷调查，得出以下结论：话语教学法的道德课对日本学生自主性和社会合作性方面的公众意识的形成有影响，以及德国学生的多样性。