Abstract
The purpose of this thesis is to point out the meaning of the public world of autonomic education. It should be the public world which decides how public education should focus on certain values or content. An agreement formation process involving communication between the persons directly concerned with education is the basic characteristic of this space for public society concerning education. That process must secure autonomy from the sovereign right formed by a procedure including the public society of the political world. Therefore, this sovereign right is necessary to realize that agreement. But, as for that participation, the possibility that political forces work as an obstruction to and control the world of education is a situation which cannot be avoided. Therefore, our theoretical subject is to make relations between the political world and the education world which reduces this control as much as possible. The people's right to public education (ko-kumin no kyoikukenron) can be considered to exist as the first important result to succeed if it is seen from such a point of view. But, this right is not sufficient in grasping the free space of education as a public bloc within which there is conflict over educational values. And, this right is not sufficient to facilitate the communication process which forms public agreement in the world of free education. I have tried to explain the meaning of the change in the postwar education policy and the educational system from the point of view of the public society of education. And, I tried to explain the meaning of the character of neoliberalist education reform and the revision of the Fundamental Education Law (2006) from this point of view. Furthermore, in this article I have made an effort to examine the direction from which the theory of the people's right to education developed from this point of view. In the future, to make my hypothesis clear, I must carefully examine many disputes over education rights.
