Contemporary Pragmatism and Democratic Learning: Reconstruction to Progressivism
| Project/Area Number |
25780488
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education
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| Research Institution | Daito Bunka University |
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Principal Investigator |
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| Project Period (FY) |
2013-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2016: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | プラグマティズム / 民主主義 / 学校改革 / 進歩主義 / アート / コミュニティ / 学習 / デューイ / 公共性 / 新自由主義 / アジア / アート教育 |
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| Outline of Final Research Achievements |
The aim of this research is to consider contemporary pragmatism and democratic education by reinterpreting Deweyan progressivism and school reform from the perspective of democratic learning. In particular, theories and practices of pragmatism and democratic education that were developed in Germany, Italy, United Kingdom, Netherlands and China as well as in the U.S. and Japan were discussed. Through this approach, this research suggests philosophical, practical and political issues and significance of the progressive educational reform based on active, collaborative and interactive learning in communities.
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Report
(5 results)
Research Products
(13 results)
