An Epistemological Relationship between J.Dewey's Theory of Curriculum and Democracy

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K04235
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: University of Yamanashi (2017); Ehime University (2015-2016)
• Principal Investigator: KAJIWARA Ikuo 山梨大学, 大学院総合研究部, 教授 (30390016)
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: デューイ / 教育課程論 / 民主主義社会論 / 認識形成

Outline of Final Research Achievements

This study analyzed an epistemological relationship between Dewey's theory of curriculum and democracy. The result of analysis summarized as following three papers.(1)The Curriculum Study as Subject Contents Study: Development of Subject Contents based on Dewey's Educational Theory, (2)Reconsidering Career Education from the Viewpoint of Theory of General Education : Vocational Education through Science Education, (3)A Structural Position of Dewey's Geography Learning in Democracy and Education. And following four conference presentation are also the result of this study. (a) A Structural Position of Dewey's Conception of Transfer in Democracy and Education, (b)A Structural Position of Dewey's Geography Learning in Democracy and Education, (c)The Continuous Process that the Ability Controlling Environment Develops in Dewey's Empiricism, (d)The professional Role of School Teachers in Dewey's Empiricism.

Free Research Field

教育学