家庭科の教育内容についての研究(4) : 立場・視点のちがいと内容

抄録

I In this paper, I investigated how teachers in primary and secondary schools took up the teaching (plan) of "Gohan and Miso-shiru" reported in my previous paper. The difference between an image of a human being to be cultivated through Home-making Education and the characteristics of Home-making Education as a course of study-the difference between its aim and character-and the differences in standpoints of each teacher made the contents of their actual teaching different. I could classify them into three kinds. II Those who say the inutility of the Home-making course assert that the recognition of life will be deepen by linking the recognition of nature and society with life, and that the questionable Home-making course should be out of the curriculum. If Home-making Education were a course to aim only at recognition, it might be admittable. But not being the course to remain within that category, this course has its raison d'etre and its role. Home-making Education should acquire the recognition of home-life through the base of Polytechnism to be deepen by scientific recognition, attitude, skill, and practice. Though it gives an air of learning to solve a problem, its method and the experiences of recognition and practice will give us a power to change our life in order to seek for human happiness. Here lies the aim of Home-making Education.