| Project/Area Number |
19730487
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | Kyoto University of Education |
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Principal Investigator |
OKABE Mika Kyoto University of Education, 教育学部, 准教授 (80294776)
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| Project Period (FY) |
2007 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥2,580,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥480,000)
Fiscal Year 2010: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2009: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2008: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2007: ¥500,000 (Direct Cost: ¥500,000)
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| Keywords | 新教育 / 領有 / 文化史 / 教育史 / エレン・ケイ / 児童の世紀 / 解釈学 / 比較教育史 / 日本教育史 |
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| Research Abstract |
This study examines how the new educational theory, developed in the early 20^<th> century, has been appropriated by various social groups. This examination, conducted from a comparative and intellectual-historical perspective, clarifies the general trend for the new educational theory to be interpreted in three ways : (1) as a key to criticizing and improving existing education (regardless of era), (2) as a key to criticizing education and culture in the 20^<th> century and (3) as a key to criticizing the philosophical framework of modern education. In many cases, education practitioners interpret the theory in the context of (1) or (2), while educational researchers interpret it in the context of (3) or (2). Although all three interpretations are being employed concurrently today, little interactive exchange occurs between (1) and (3) in terms of context or readers (groups). The issue of how to treat this divergence between (1) and (3) is a topic for future research on the history of educational theory.
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