人権教育に基盤を置いた市民性教育実践の事例研究 : 「あたためあう関係」が参加に与える意味

抄録

This article is a case study describing the nature of the citizenship education which is based on human rights education. In this paper, I would propose that the citizenship education treats not only public problem but also private one and it is grounded on the intimate human relations to enhance each other. It is said that the citizenship education attract us in 1990's when 'privatization' and globalization is proceeding in the world. There are many types of citizenship educations The typology of the citizenship education is below; 1) the opinion that the youth is not concern about public problem and loses moral sense, 2) the opinion that the youth is socially excluded, 3) the opinion that emphasizes the need of participation, 4) the opinion that is based on home economics, 5) the opinion that is based on human rights education. These are characterized on the concept of 'adaptation' / 'change' and 'self-actualization' / 'service'. From the perspectives of human rights education, the citizenship education must cultivate citizens who would shoulder our democratic society where each of us would be recognized their own way of life and be equally respected. It means that the purpose of the citizenship education is to cultivate citizens who participate the process of changing their society for the place where connect people each other. The citizenship education which is based on human rights education pursues all of these purposes. From the practice of K elementary school which is picked up on this paper, I exclaim that 'intimate human relations to enhance each other' are important for the citizenship education which is based on human rights education. These relations warm up children's self esteem and deliver the heart of their community's people, their parents and classmates to their community or broader society. What's more, children would be able to recognize that the social problem is their problem. Children's participation is supported by 'Intimate human relations to enhance each other'. In case the citizenship education lacks 'intimate human relation to enhance each other, the result would be limited to the level of individualistic self-actualization though the self esteem of students would be enhanced. Because they would not be fully interested in social problems or minority people and lack empathy for them, they treat them other people's affairs. 'Intimate human relations to enhance each other' is often regarded as not being related to the private problem but the public one. But it is the private problem that motivates children to participate in society.