Historical study of educational thoughts on politics and 'Dramatic Method and its evaluation' in New Education movemnet in Britain

2015 Fiscal Year Final Research Report

• Project/Area Number: 25381053
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: Mukogawa Women's University
• Principal Investigator: Yamasaki Yoko 武庫川女子大学, 言語文化研究所, 教授 (40311823)
• Research Collaborator: Aldrich Richard University of London, Emeritus Professor ; Lowe Roy University of Wales, Emeritus Professor ; Cunningham Peter University of Cambridge, Dr ; Foskett Gary , Former Headteacher of Eveline Lowe Primary School
• Project Period (FY): 2013-04-01 – 2016-03-31
• Keywords: イギリス / 新教育運動 / 劇化法 / ポリティクス / Ｈ． フィンレイン＝ジョンソン / 自己評価 / Ｅ．Ｐ．ヒューズ

Outline of Final Research Achievements

In this study, focusing a scheme on the ‘Dramatic Method of Teaching' proposed by Harriet Finlay-Johnson, I identified three educational thoughts in politics and evaluation of her method in New Education movement in Britain. First, there was a balanced tension between three stances by practitioners, scholars of pedagogy and educational administrators, as its features and characters of framework and thinking style of New Education movement in Britain; second, politics and paradox embedding in the connotation of ‘freedom in/for education’and ‘self-expression’; third, the New Educational concept to prepare a channel of citizenship in education beyond conflicts between two notions in education, ‘freedom’ and ‘control’ in teaching, which is a concept of ‘self-evaluation', and has sparked a controversy in the New Education era.

Free Research Field

教育史