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A Comparative Study on the Values Education and Late Start Effects on Education in Asian Countries : A Review on the 'Catch-up Advanced Country' Policies

亚洲国家价值观教育及教育后发效应比较研究:“追赶先进国家”政策回顾

基本信息

批准号：
10610249
负责人：
SUGIMOTO Hitoshi
金额：
$ 1.47万
依托单位：
KYOTO UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 1999
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10610249/
关键词：
Asia comparative education late start effects values education advanced countries Brunei Bhutan China シンガポール

项目摘要

This study is aiming at examining the so called 'late start effects' of modernization and involvement into the world economic market of the Asian countries like Brunei, Bhutan, Singapore, People's Republic of China, on the process and patterns of development of education system and curriculum formation. Education of these Asian countries undergo fast transformation under the national development policies or visions being set forth by their government seeking to catch up developed economies. This study puts focus on the values education, including moral, citizenship, religious and ideological education, in a relation to the level of acceptance of values and elements of minorities. Two visits were made under this project to People's Republic of China in October 1998 and to Brunei Darussalam in July 1999. A comparable information was also given from the Singapore and Bhutan situations where I visited under different research projects.This study revealed that some common pattern of introduction of values education exists in the formal and extra curricula activities in the schools in Brunei, Bhutan and China. They put religious/ideological values, orientations to the King/ruling party and cultural/ethnic elements into single subject, values education. This can be understood as a part of result of the late start effects of the countries. Newly developing and modernizing countries may need a strong centrifugal symbol of the country for their political and economic cohesion which forms core of their values education. Since this symbol inevitably requires education of their religion/ideology and ethnic/political tradition, curriculum tends to have 'all-in-one type' of values education.

本研究旨在探讨文莱、不丹、新加坡、中华人民共和国等亚洲国家现代化和融入世界经济市场的“后发效应”对教育制度和课程形成的发展过程和模式的影响。这些亚洲国家的教育在国家发展政策或政府为追赶发达经济体而制定的愿景下经历了快速转型。本研究的重点是价值观教育，包括道德、公民、宗教和意识形态教育，与接受少数民族价值观和要素的程度有关。在这一项目下于1998年10月对中华人民共和国和1999年7月对文莱达鲁萨兰国进行了两次访问。我在不同的研究项目下访问了新加坡和不丹，并从这两个国家的情况中得到了类似的信息，本研究表明，文莱、不丹和中国的学校在正式和课外活动中引入价值观教育存在一些共同的模式。他们将宗教/意识形态价值观、对国王/执政党的取向和文化/种族因素纳入单一的课程，即价值观教育。这可以被理解为这些国家起步较晚的部分结果。新兴发展中国家和现代化国家可能需要一个强大的离心力象征，以促进其政治和经济凝聚力，这是其价值观教育的核心。由于这种象征不可避免地要求对他们的宗教/意识形态和种族/政治传统进行教育，课程往往具有“一体化”的价值观教育。