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A STUDY ON THE DIFFUSION OF "PRACTICAL INTELLIGENCE" DURING THE PROGRESSIVE EDUCATION PERIOD IN AMERICA

美国进步教育时期“实践智力”的传播研究

基本信息

批准号：
06610229
负责人：
HAYAKAWA Misao
金额：
$ 1.09万
依托单位：
NAGOYA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1996
项目状态：
已结题

项目摘要

The main thesis of this study is to examine that the idea of "practical intelligence, "the fundamental ideal of American education, was diffused and widely accepted by the school education during the first half of the twentieth century. The research results during the three years are as follows :1. The idea of practical intelligence, though severely criticised by "radical revisionists" in education, should be evaluated as a foundation for creating "cooperative communalism" based not on narrow partizanship but on open inquiry.2. Freedom of inquiry, proposed by such a progressive as Dewey, has been criticied as unstable "servant of power." However, some philosophers started to pay attention to his rebellious, advanced liberalism as a touchstone for developing a new social philosophy.3. The importance of practical intelligence, or an education based on "inquiry, " was recogized by an experiment of "Eight-year Study" during the 1930s. Now this type of education is widely known as an "education responding to students' individualities." However, we should avoid the pitfall of sorting the students into two different tracks : one for independence and excellent research ability and the other for subordination and low self-esteem.4. Our schools, where the foundation and tradition of "inquiry-based education" is still fragile, should adopt the basic methods of inquiry, a matrix for cultivationg "multiple personal systems of meanings" through dialogue and cooperation in the "public space creating care, ligature, and mutual self-respect."Our next task is to investigate the significance of "cooperative inquiry" both in the Progressive Education and Japanese education.

本研究的主要论题是考察美国教育的基本理念--“实践智力“在世纪上半叶的学校教育中的传播和广泛接受。三年来的研究成果如下：1.实践智慧的思想，虽然受到教育界“激进修正主义者”的严厉批评，但应该被评估为创造“合作社区主义”的基础，而不是基于狭隘的党派偏见，而是基于开放的调查。以杜威为代表的进步主义者所倡导的探究自由，一直被批评为不稳定的“权力的仆人”。然而，一些哲学家开始关注他的反叛的，先进的自由主义，作为发展新社会哲学的试金石。实践智能的重要性，或基于“探究”的教育，在20世纪30年代的“八年制学习”实验中得到了证实。现在这种教育被广泛地称为“个性教育”。“然而，我们应该避免把学生分成两个不同轨道的陷阱：一个是独立和优秀的研究能力，另一个是从属和低自尊。我们的学校，在“探究式教育”的基础和传统仍然脆弱的地方，应该采用探究的基本方法，通过在“创造关怀、联系和相互自尊的公共空间”中的对话与合作，培养“多重个人意义系统”的矩阵。我们的下一个任务是探讨“合作探究”在进步教育和日语教育中的意义。