デューイ・スクール(Dewey School)における「歴史(History)」のカリキュラム開発に関する実証的考察 : 1898～99年における教科の「分化(differentiation)」の形態を確立する過程に着目して

抄録

The purpose of this paper is to make clear what activity "History" department at Dewey School was based on and how it differentiated from the activity to "study," by considering the style of curriculum development of "History" at School, on the basis of the examples at 1898 (1898〜99). At first, Dewey School was aimed to work as a social community and to be a place for living. Therefore, "History" was considered to be related with life and "indirect sociology" which was study on the social process of becoming and its mode of organization. Such activities of "History" were considered to have natural "correlation" with other studies. But, in Dewey School, the matter of "correlation" was that of "differentiation" rather than that of "correlation" as ordinarily understood. School's "correlation" or "differentiation" meant that the unity of life bound together and carried along the different occupations, the diversity of plants, animals, and geographic conditions when it was presented to the child. The image of "correlation" with other studies as a basis of the unity of life, in other words, "differentiation" into other studies was conceived in School. Secondly, the contents of the actual curriculum of "History" department were found to move from phenomenon of household and neighborhood to that of larger society, primitive period, American history, and Roman history, by examining the curriculum at 1898 (1898〜99) (Table 1), the outline of course of study at 1899 (Table 3),and the statements of Bacon who were a teacher of School at that time (Table 4). In Dewey School, the attempt of formulating the stages of child's growth had been made already since the earlier period (1897, 1898), and the planning of a curriculum which ministered constantly to the changing needs and interest of the growing child's experience was carried out. The concept of growth was thought as the main characteristic of life at all level in Dewey School, and the controlling principle of this growth was the guiding principle of School, As comparing, however, the curriculum at 1898 (Table 1) with the outline of course of study at 1899 (Table 3) and the Bacon's statements at 1900 (Table 4), there is a critical different point among the contents of these curriculums at six-year-old-stage. The six-year-old was included in the first stage of growth, and the subject-matters utilized at this stage were selected from the aspect of life which went into a child's own social environment. And, materials used were sound in an environment of home life and neighborhood. Then, the contents of the activity were extended to the "social occupation" that was a little remote from him. The main idea of this "social occupation" was interaction of country life and city life maintaining existing conditions, and activities much connected with child's clothing, food, and shelter were tried to pick up. According to this idea, various works had been practiced and were practiced under the heading of "Social Occupation" since 1899. Finally, as far as a Group of six-year-old-children concerned, the synthesized activity of which the contents of "History" and "Science" were core was practiced under the heading of "History" or "History and Science" in 1898, while the activity was set up as a frame of "Social Occupation" in 1899. The typical occupations in this "Social Occupation" kept the continuity with activities on household and neighborhood's phenomenon in the stage of early childhood education as pre-stage (Sub-primary department). At the same time, it was a basis of "differentiation" of "History" and "Science." That is, since the

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