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A Comparative Study of Progressivism, Reconstructionism and Critical Pedagogy

进步主义、重建主义和批判教育学的比较研究

基本信息

批准号：
09610284
负责人：
KAI Shinichi
金额：
$ 0.77万
依托单位：
Sugiyama jogakuen University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

项目摘要

The purpose of this research is to examine views of social reconstruction in progressivism reconstruction and critical pedagogy. Our conclusions are as follws.First, progressives and reconstructionists believed that the school should assist in the reconstruction of society, but the former view of this process differed from that of the latter. Progressives insisted that the method of intelligence should serve as the best vehicle for trausforming society. Their insistence on a commitment to the method of intelligence was posed as a commitment to a method and not to any specific social outcome as a result of employing that method. On the other hand, reconstructionists emphasized that the educator should draw blueprints which were flexible enough to allow for details and growth as the basis for the planned society.Second, a critical pedagogue, H.A Giroux paid serious attention to the social reconstructionists(left-progressives and reconstructionists) and their relevance to current radical projects to reform education. For Giroux, the social reconstructionists represented an important historical movement that sought to demonstrate the important of discourse of democracy and ethics as central elements in the language of schooling.Third, elementary and secondary education in Japan which seeks to develop Japanese students' "ability to live" can get some suggestions from "the integrated curriculum, " "learning by doing, " and "community schools" of progressivism, "social reconstruction through education" of reconstructionism and "toleration of dissent and differrences, " and "realization of phronesis" of critical pedagogy.

本研究旨在探讨进步主义重建与批判教育学的社会重建观。我们的结论是：第一，进步派和重建派都认为学校应该参与社会的重建，但进步派和重建派对这一过程的看法不同。进步主义者坚持认为，情报方法应该成为改造社会的最佳工具。他们坚持对智力方法的承诺，是对一种方法的承诺，而不是对使用这种方法所产生的任何特定社会结果的承诺。另一方面，重建主义者强调教育者应该绘制足够灵活的蓝图，以允许细节和增长作为计划社会的基础。第二，作为一个批判性的批评家，H. A Giroux认真关注社会重建主义者（左派进步主义者和重建主义者）及其与当前激进的改革教育项目的相关性。在吉鲁看来，社会重建主义者代表了一场重要的历史运动，它试图证明民主和伦理话语作为学校教育语言的核心要素的重要性。第三，日本中小学教育旨在培养日本学生的“生活能力”，可以从“综合课程“、”做中学“、”实践能力“、”实践能力“等方面得到启示。进步主义的“教育重建”和“社区学校”、重建主义的“教育重建社会”、批判教育学的“容忍异议和差异“和“实践智慧的实现”。