A Study on John Dewey's Reflective and Esthetic Theory of Inquiry and the Educational Practice of the Laboratory School

2016 Fiscal Year Final Research Report

• Project/Area Number: 26381021
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: Sugiyama Jogakuen University (2015-2016); Nagoya University (2014)
• Principal Investigator: Hayakawa Misao 椙山女学園大学, 教育学部, 教授 (50183562)
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: ジョン・デューイ / 反省的美的探究教育理論 / 実験室学校 / 実験的協働的知性 / 汎用性 / 転移可能な知識 / 深い民主主義

Outline of Final Research Achievements

The aim of this research project is to examine the significance of the curriculum and teaching developed by the Laboratory School of the University of Chicago with special reference to John Dewey’s theory of reflective and esthetic inquiry. Various findings acquired through this research will be utilized as the suggestions for the present educational reform in our country.
The research results are in the following. First, the discussion of the basic features of Dewey’s theory of reflective and esthetic inquiry was published in research articles of the Journal of John Dewey Society of Japan. Second, the analysis of the generic and transferable knowledge and skills and its relevance to the present school education reform was published in research reports of the Philosophy of Education Society of Japan.

Free Research Field

教育学