Exploration of the Thoughts of Authenticity in Education from the Viewpoints of Social Constructivism and the History of Ideas in Education

2017 Fiscal Year Final Research Report

• Project/Area Number: 26381014
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: Tokyo Gakugei University
• Principal Investigator: FURUYA Keita 東京学芸大学, 教育学部, 准教授 (50361738)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 真正性 / 真正の学び / ジョン・デューイ / 誠実 / 社会的構成主義 / 教育思想史 / 科学的探求 / 美的探求

Outline of Final Research Achievements

This study explores the thoughts of authenticity in education to improve the Authentic Learning theory. The findings are as follows. First, there is a classic self vs. society dichotomy in the interpretation of authenticity. Some educationists believe the goal of authenticity is for each child to be true to their inner voice, whereas others believe it is the school that should represent society and show how curriculum is related to life outside of school. Second, contemporary social constructivism argues that the current Authentic Learning can overcome this dichotomy. Third, in spite of this, the actual history of education shows that social constructivism is likely to become a rational means of sustaining the established society and improving academic achievement. Fourth, sincerity, not authenticity is needed in John Dewey's well-known concept of inquiry, which entails learners' sincerity (open-mindedness) for the ongoing holistic subject-matter.

Free Research Field

教育哲学