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イギリス新教育運動における両義的可能性とパースペクティヴ : 「共同体」と「学級」へのアプローチにもとづいて
https://doi.org/10.24727/00027592
https://doi.org/10.24727/0002759296e2067a-cd59-4fab-992d-5cdf1266de68
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004193357.pdf (1.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2018-09-03 | |||||||||||
| タイトル | ||||||||||||
| タイトル | イギリス新教育運動における両義的可能性とパースペクティヴ : 「共同体」と「学級」へのアプローチにもとづいて | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | New Education Movement in Britain : Paradoxical Possibilities and Perspectives approached for the School Community and the Classroom | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | イギリス新教育運動 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 進歩主義教育 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 学校共同体 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | サマーヒル校 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | フレンシャム・ハイツ校 | |||||||||||
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| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | イヴラインロウ小学校 | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | New Education Movement | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Progressive Education | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | School Community | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Summerhill School | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Frensham Heights | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Eveline Lowe Primary School | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24727/00027592 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
山崎, 洋子
× 山崎, 洋子
× YAMASAKI, Yoko
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| 所属 | ||||||||||||
| 値 | 鳴門教育大学総合学習開発講座 | |||||||||||
| 所属（英） | ||||||||||||
| 言語 | en | |||||||||||
| 値 | Dept. of Human Science for Integrated Studies, Naruto University of Education | |||||||||||
| 抄録（英） | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Using a broad perspective based on educational ethos in this paper I examine characteristics of the historical continuity of education during the New Education Movement from around the turn of the century. I also examine New Schools such as Summerhill School (1921-) and Frenscham Heights School (1925-) up to the open plan education of the 1960s, for example Eveline Lowe Primary School, represented by the term 'open plan' or 'like cluster' in Britain, and which focused on the new sense of community and individualism, which modernized the social system earlier than any other country, facing various social problems to be solved. The characteristics of New Schools in Britain can be classified into three ; (a) schools based on the view of children as fundamental nature, which sought to return to primitive/communal schools in an old style's home and emphasized arts and crafts and storytelling, (b) schools based on the creed of spirituality of soul or spirit of human beings, which drove to unite with God, respecting services for people and to express dramatic instincts, (c) schools based on the philosophy of social democratic ideas, which tried to develop character as social reformers and an citizens. The schools which had all three characters above were Summerhill School, founded by A. S. Neill (1883-1973) and Frenscham Heights School, founded by B. Ensor (1885-1974), who were founders of New Education Fellowship (1921-). The former was called a self-governing community by Neill, in which school meetings and tribunal as subjects of civics had some educational meanings such as counter-suggestion and counter-persuasion in the democratic form, and the latter was called a Family School by Ensor, where school meetings tried to maintain harmony, co-operation, and unforced self-discipline. In there background, nevertheless, very paradoxical ideas for education were hidden, because Neill as a social democrat emphasized that the school must be free and Ensor as a theosophist respected being a natural social unit or the contrary of colony. We can consider, however, that these are not negative sides but naturally create some possibilities of developing as social human beings which try to have balance of the wholeness in modern society. This article consists of following four sections ; 1. Introduction : the questions and the stance of this article 2. The consciousness of 'community' and 'individuals' in the New Education Movement in Britain 3. Two aspects of characteristics of Summerhill School and Frensham Heights 4. The perspectives of philosophy in the New Education Movement-instead of a conclusion | |||||||||||
| 言語 | en | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 国立情報学研究所『研究紀要公開支援事業』により電子化。 | |||||||||||
| 言語 | ja | |||||||||||
| 書誌情報 |
ja : 鳴門教育大学研究紀要 en : Research bulletin of Educational Sciences, Naruto University of Education 巻 20, p. 131-145, 発行日 2005-03-04 |
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| 出版者 | ||||||||||||
| 出版者 | 鳴門教育大学 | |||||||||||
| 言語 | ja | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | PISSN | |||||||||||
| 収録物識別子 | 1343-4403 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AN10031096 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版物サブタイトル | ||||||||||||
| 値 | 教育科学編 | |||||||||||
| 本文の有無 | ||||||||||||
| 値 | 本文あり | |||||||||||
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Cite as
山崎, 洋子, YAMASAKI, Yoko, 2005, イギリス新教育運動における両義的可能性とパースペクティヴ : 「共同体」と「学級」へのアプローチにもとづいて: 鳴門教育大学, 131–145 p.
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