A comprehensive Study on the Structures and Practices of Welfare Education and Volunteer Learning

本研究针对福利教育与志工活动的现代结构，重新建构一些观点，以修正各种实务。研究结果主要有以下四点：首先，我们对国、高中的教育实践进行了质的检视，发现福利教育的概念非常模糊。第二，大部分的教育实践重复了高度操作性的儿童视角，缺乏对社会哲学的批判性/反思性思考，因此仍然无法克服作为“现代知识”的局限性。第三，一小部分尝试是根据儿童的实际情况设计的，并通过与学校外部社会的互动影响社会结构，他们既没有将福利教育视为狭义的老年人教育，也没有沦为“kokoro”教育。本报告介绍了一些具有启发性的创新做法。第四，在接受拒学者的替代教育中也可以找到类似的尝试。特别是自20世纪90年代以来显著增加的自由空间，并没有以机械的方式看到福利教育，而是提供了一些证据，表明成人和社区能够与儿童一起改造自己。但是，深入的福利教育需要更多的时间，也不一定能产生完美的效果，我们既要注意福利教育和志愿者活动的系统化，也要注意实践的深度。为了这些目的，我们应该从根本上重建我们在现代学校社会的约束中内化的普遍知识。此后，研究者越来越需要通过各种实践来学习，并将孤立的空间相互连接起来。

This study reconstructs some perspectives for revising various practices, considering about the modern structures of welfare education and volunteer activities. It leads us to four major findings as follows.First of all, we make a qualitative examination of educational practices in junior and senior high schools to find that the idea of welfare education is very ambiguous. Secondly, a large part of the educational practices repeats highly operational perspectives on children and are lack of critical/reflective thinking on social philosophy, and so they cannot still overcome the limitations as 'modern knowledge'. Thirdly, a small part of the attempts are designs in accordance with the children's reality and influence the social structures through the interaction with outside societies of schools, where they do neither treat welfare education as the matter of the one for the old people in narrow sense nor are reduced to the education of 'kokoro'. In this report some suggestive practices are introduced as innovative practices. Fourthly, similar attempts can be found in alternative education that accepts the school refusers. In particular, free spaces, which have increased remarkably since 1990's, don't see welfare education in mechanical way but make some evidences showing that adults and communities are able to transform themselves together with the children. However, a deep welfare education spends more time and cannot necessarily produce perfect results.We should be more careful neither to systematize welfare education and volunteer activities nor to spoil the deepness of the practices. For these purposes, we should radically restruct our prevalent knowledge that is internalized in the restrains of modern schooled society. Hereafter, it is necessary more and more for the researchers to be learned by various practices and connect the isolated spaces each other.