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A COMPARATIVE CULTURAL STUDY OF COMMON SENSE AND NON-COMMON SENSE IN JAPANESE EDUCATION

日本教育中常识与非常识的比较文化研究

基本信息

批准号：
13610312
负责人：
YANO Hirotoshi
金额：
$ 2.18万
依托单位：
Osaka City University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

This study is an attempt to show that what is regarded as a common sense matter in Japanese education is not necessarily a common sense in the world through a comparison of Japanese cases with those of other countriesThe following are among the findings obtained in this study(1) While the understanding of other cultures and the formation ofnational identity are the two different tasks that have been pursued compatibly in many countries, what have been argued in Japanese education are the promotion of inter-cultural understanding education without a nationalistic point of viewon one hand and the conflicting views of nationalism on education(2) Ceremonical events like entrance ceremony have been developed particularly in Japanese schools with a view to nurturing the sense of group belonging in students. This is unique with japanese schools, whole characteristics need to be analyzed with this respect(3) Teacher development programs are another topic where Japanese cases are unique in an international context. While they are designed to develop individual teachers' expertise in the U.S., Japanese teachers pay specific attention to improving their schools through their professional development(4) In histry education, it is difficult to touch upon negative historic phenomena. Comparing with the British case, where creating common perspectives and compromise have been attempted, Japanese history textbooks are written on the basis of different views of history and they do not share the common perspectives(5) Finally, academic freedom in the post-war Japanese universities proves to be reconsidered with reference to the German case, where de-militarization and de-nazismization' of universities ended up halfway thyrough the operation of academic freedam

本文通过对日本教育与其他国家教育的比较，试图说明日本教育中被视为常识的东西，并不一定是世界上的常识。本文的研究结果如下：（1）理解他国文化和形成国家认同是许多国家都在同时追求的两个不同的任务，但在日本教育中，理解他国文化和形成国家认同是两个不同的任务，在日本教育中，理解他国文化和形成国家认同是两个不同的任务。日本教育界一直争论的问题是：一方面，在没有民族主义观点的情况下促进跨文化理解教育，另一方面，民族主义对教育的看法相互矛盾。这是日本学校的独特之处，需要从这方面分析其整体特征。（3）教师发展计划是日本在国际背景下独特的另一个话题。虽然这些课程旨在培养美国教师的个人专业知识，日本教师特别注重通过自身的专业发展来改善学校。（4）在历史教育中，很难触及消极的历史现象。与英国试图建立共同观点和妥协的情况相比，日本的历史教科书是在不同历史观的基础上编写的，它们并不具有共同观点。（5）最后，战后日本大学的学术自由证明是以德国为参照进行反思的，在那里，大学的去军事化和去纳粹化最终在学术自由的运作中半途而废，