現代イギリス中等教育制度におけるトライパータイティズム (Tripartitism) の問題

抄録

Various plans for reforming and streamlining the system of secondary education in England carried out on the basis of the Butler Act since the forties must be evaluated within the framework of the British type of welfare state structure. Appraising from this viewpoint the entire educational process as tripartite, i. e. consisting of three continuous successive stages, it may be said that secondary education was opened to the people and an equitable distribution of educational opportunity was accomplished at a much higher rate than thirty and more years ago. But when one analyzes the present condition of “English Tripartitism”, in the sense that secondary education institutions were typified into three tracks, the consequences seem rather problematic.
In a state which is planned as a welfare state, it is necessary that the potentialities of the social group are safeguarded in their variety and that within the relation, “planned-state - equal-society”, the individual realizes clearly the object of his loyalty. However in the real situation of the secondary school education system called “English Tripatitism”, the results in this respect are rather negative. By way of contrast it is thought that the comprehensive school planned and practised as a measure of critique on the “English Tripartitism”, aims at bringing about a balance between educational values properly speaking and social and economic values and as such possesses a much higher meaning.
However the problem is not yet completely solved. “Streaming” remains as ever the internal principle of the comprehensive school and it does not look as if the true nature of ability in connection with excellence were clearly grasped. It appears as a proof for this statement that within the differentiated plan introduced in the comprehensive school, the “11-plus” had been simply exchanged for the “13-plus”.
Fundamental problems in connection with an ideal of secondary education arise from reflection on the position of the individual determined by the comprehensive principle of a welfare state and from the search for a new concept of loyalty which renders possible both the social and economic function of the individual and the all around development of character. The various resulting problems concerning the secondary education reform in Great Britain seem to stem ultimately from the fact that the problems of the relationship between man and technology, between man and the system which forms the basis of the solution of these problems have not yet been sufficiently studied and solved.