Abstract
The purpose of this paper is to clarify historical development and characteristics of project method in Germany. In particular, I consider to Michael Knoll's remarks on project method, based on his historical research. According to him, in Germany, John Dewey's educational thought is mentioned in the argument for project method. I explore the context of these disputable interpretations in Germany. Then I analyze the practice of project method standing on Dewey's educational thought and another practice. At last, from this research, I judge the validity of Knoll's remarks. In Germany, the translation edited by Peter Petersen in 1935 has been the ground to believe that Dewey's educational thought laid the theoretical foundation of project method. Such idea has developed in Renaissance of Dewey's theory about school and in progress on the practice of the project method. Actually, these concepts of project method in Germany which have little historical research have some characteristics of the project method of William H. Kilpatrick. However, Knoll's remarks have a few defects in following points. In Germany, differed from Kilpatrick's project method, teachers guide students in project, there is practice which is not based on Dewey's idea, and the practice of project method is wider than historical concept of that.
