A Comparative Study of Progressivism, Reconstructionism and Critical Pedagogy

本研究旨在探讨进步主义重建与批判性教育学中的社会重建观。我们的结论如下：第一，进步主义者和重建论者认为学校应该帮助社会重建，但前者对这一过程的看法与后者不同。进步者坚持认为，情报方法应该成为改造社会的最好工具。他们坚持对情报方法的承诺是对一种方法的承诺，而不是对采用这种方法所产生的任何具体社会结果的承诺。另一方面，重建主义者强调，教育者应该画出足够灵活的蓝图，以允许细节和增长作为计划社会的基础。第二，作为批判性的教育者，H·A·吉鲁认真关注社会重建主义者(左翼进步者和重建主义者)及其与当前激进的教育改革计划的相关性。对吉鲁来说，社会重建主义者代表了一场重要的历史运动，试图展示民主和伦理话语在教育语言中的重要性。第三，日本旨在培养学生“生存能力”的中小学教育，可以从进步主义的“综合课程”、“在做中学习”和“社区学校”、建构主义的“通过教育重建社会”和“容忍异见和差异”以及批评教育学的“实现思想”中获得一些启示。

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.