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The Study of Education through Handicrafts

手工艺教育研究

基本信息

批准号：
02610107
负责人：
MIYAWAKI Osamu
金额：
$ 0.9万
依托单位：
University of Tsukuba
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1990
资助国家：
日本
起止时间：
1990 至 1991
项目状态：
已结题

项目摘要

This study looks into craft as a possible educational medium of art. As is generally known, art education can be broadly divided into 'the education of art ' and 'education through art'. The former is education for artistic achievement, 'whereas the latter is education by means of art. This paper considers the latter, with the concept of 'craft' as the means.(1)The existing curriculum should include all forms of education but this paper shows that sensitive aspects have been abandoned due to the plan of logical justification and suggests that education through 'craft' should be used in order to link with the purpose of education for the 'arrival of the multi-cultural society'.(2)The main aspect of this study begins with a comparison between the first report of the United States Education Mission to Japan, one which, in suggesting a way to Utopia has had the greatest influence on Japanese education since 1945, and the second report, which considers education as an 'investment'.(3)As a result, individuality against modernity is different from individuality fostered in the community that was abandoned by modernity. It is clear that the former was emphasized, however education through art includes both kinds of individuality taking into account the priority of education through art since 1945. Furthermore, this paper suggests that the process of 'craft', for the purpose of education leading to a multi-racial coexistence and the prospect of understanding a multi-cultural society, can be a norm and should be re-adopted because it includes the abandoned individuality that was born in the community and has a internal relationship with people.

本研究探讨以工艺作为艺术教育媒介的可能性。一般认为，艺术教育大致可分为“艺术教育”与“透过艺术的教育”。前者是艺术成就教育，后者是艺术手段教育，本文以“工艺”概念为手段，对后者进行了考察。（1）现行的课程应包括所有形式的教育，但本文指出，由于逻辑论证计划，敏感的方面被放弃了，并建议采用“工艺”教育，以便与“多元文化社会的到来”的教育目的相联系。（2）本研究的主要方面是从美国驻日教育使命团的第一份报告和第二份报告之间的比较开始的，第一份报告提出了一条通往乌托邦的道路，自1945年以来对日本教育产生了最大的影响，第二份报告认为教育是一种“投资”。(3)As因此，反现代性的个性不同于在被现代性抛弃的共同体中培养的个性。很明显，前者是强调，但通过艺术教育包括两种个性考虑到教育的优先通过艺术自1945年以来。此外，本文认为，“工艺”的过程，为教育的目的，导致一个多种族共存和理解一个多元文化社会的前景，可以是一种规范，并应重新采用，因为它包括被遗弃的个性，出生在社区，并与人的内在关系。