| Budget Amount *help |
¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 1998: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1997: ¥700,000 (Direct Cost: ¥700,000)
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| Research Abstract |
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.
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