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

本研究的主要论点是考察“实用智力”这一美国教育的基本理念在20世纪上半叶被学校教育所传播和广泛接受的情况。三年来的研究成果如下：1。实用智力的理念，虽然受到教育界“激进修正主义者”的严厉批评，但应该被视为创造“合作社群主义”的基础，这种“合作社群主义”不是基于狭隘的党派关系，而是基于开放的探究。像杜威这样的进步主义者提出的调查自由被批评为不稳定的“权力的仆人”。然而，一些哲学家开始关注他的叛逆的、先进的自由主义，并将其作为发展新社会哲学的试金石。20世纪30年代的“八年学习”实验证实了实践智力或基于“探究”的教育的重要性。现在这种类型的教育被广泛地称为“响应学生个性的教育”。然而，我们应该避免将学生分成两种不同的轨道：一种是独立和优秀的研究能力，另一种是服从和低自尊。我们的学校，在“探究性教育”的基础和传统仍然脆弱的情况下，应该采用探究的基本方法，在“创造关怀、联结和相互尊重的公共空间”中，通过对话和合作培养“多重个人意义系统”的矩阵。我们的下一个任务是考察“合作探究”在进步教育和日本教育中的意义。

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.