| Project/Area Number |
20330159
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | The University of Tokyo |
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Principal Investigator |
IMAI Yasuo The University of Tokyo, 大学院・教育学研究科, 教授 (50168499)
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| Co-Investigator(Kenkyū-buntansha) |
KANAMORI Osamu 東京大学, 大学院・教育学研究科, 教授 (90192541)
KAWAMOTO Takashi 東京大学, 大学院・教育学研究科, 教授 (40137758)
KODAMA Shigeo 東京大学, 大学院・教育学研究科, 教授 (40296760)
HIROTA Teruyuki 日本大学, 文理学部, 教授 (10208887)
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| Co-Investigator(Renkei-kenkyūsha) |
TAGA Gentaro 東京大学, 大学院・教育学研究科, 教授 (00272477)
TANAKA Satoshi 東京大学, 大学院・教育学研究科, 教授 (80265967)
HARYU Etsuko 東京大学, 大学院・教育学研究科, 准教授 (70276004)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥18,200,000 (Direct Cost: ¥14,000,000、Indirect Cost: ¥4,200,000)
Fiscal Year 2010: ¥5,850,000 (Direct Cost: ¥4,500,000、Indirect Cost: ¥1,350,000)
Fiscal Year 2009: ¥7,020,000 (Direct Cost: ¥5,400,000、Indirect Cost: ¥1,620,000)
Fiscal Year 2008: ¥5,330,000 (Direct Cost: ¥4,100,000、Indirect Cost: ¥1,230,000)
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| Keywords | 能力観 / 教育哲学 / 教育政策 / 科学史 |
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| Research Abstract |
The main findings and insights acquired through our project can be summarized in the following three points :
1. The historical development of the educational concept of "competence" can be divided into three phases : (1) philosophical thematization of "competence" as something plastic in the modern era, (2) empirical and practical investigations into "competence" in the age of progressivism (education nouvelle, Reformpadagogik), and (3) advancement of "competence" into the central framework of education from the 1990s.
2. Because the concept of "competence" has the unique characteristic of latency, phenomena concerning "competence" have aspects which cannot be fully elucidated through empirical investigations. Such aspects are intrinsically related to the social constructedness of "disability," which can be seen as the opposite of "competence."
3. In order to consider the concept of "competence" in education, the following perspectives are important : understanding "competence" as something not intrinsic to the individual but situated in interaction, and seeing "in-competence" as productive possibility.
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