抄録
After the turn of the century from the late 19th century to the twentieth century, so-called progressive education had already become mainstream in the US educational circles in the 1930s. At that time, progressive education was criticized from various standpoints such as Essentialism represented by William C. Bagley and Perennialism represented by Robert M. Hutchins and Mortimer J. Adler. Among the criticisms, there was one from a position that agreed with the theory of philosophical new realism. In this paper, I will take Frederick S. Breed as a representative of such a position. He interpreted the new realist arguments including that of Ralph B. Perry, and reconstructed them in a way that conformed to his view of education. By focusing on his argument, particularly on how to defend the subject-matter curriculum against the project-type curriculum that is characteristic of progressive education, this paper will consider and estimate the extent that new realism functioned in the educational thought.
