本研究は,歴史教育における開かれた価値観形成の論理と方法を明らかにすることを目的とする。近年,民主主義社会に生きる市民育成を図る多様な歴史教育論が提起されてきているものの,それらは,価値と意思決定の関係,個人の価値観形成と歴史教育との関係を十分に明らかにするものとなっていない。その点で,本研究は以下の三つの意義をもつ。第一は,意思決定における価値的知識の形成という視点を導入することで,個人内の価値形成と法制度に組み込まれる歴史的社会的な価値形成とを俯瞰的に対照させる,歴史教育の内容編成原理を明らかにした点に,第二は,歴史的に作られた社会を編成する多様な原理を相対化させ,原理間の関係を捉え直すことのできる内容編成モデルを提示した点に,第三は,アメリカの人種問題を事例に,モデルを具体化する教授書の構成案を示すとともに,教材化の視点や単元を構成する原理を示した点にある。

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本稿の目的は,「深い多様性の尊重」と「多様性の調整」,「結束への積極的な意思」に焦点を当てて,「社会的結束」を志向する市民を育成する社会科カリキュラムの構造を明らかにすることである。グローバル化が進展し,日本国内の多文化化もより一層進む中で,「多様性を尊重する」という価値観は今日では徐々に普遍化しつつある。しかし多様性の尊重は前提として共有されるべき価値ではあるが,それは多文化を前提とした社会統合には十分ではない。加えて,民主主義社会を成立させる上でも十分条件にはならない。多様性を尊重しながら一方で,その多様性を調整する資質・能力が必要であり,それ以上に,自ら協働へと,ひいては統合へ向けた理性的な判断としての人びとの意思が不可欠である。「社会的結束」は,「深い多様性の尊重」と「多様性の調整」を,このような市民自らの意思によって継続することで生まれる,緩やかなつながりであり,多文化共生の「状態」とも言える。本稿では,「社会的結束」を社会科の目標の一つとして位置づけるカナダ・アルバータ州の社会科カリキュラムを事例として分析し,「深い多様性」の尊重と「多様性の調整」のための資質・能力,ならびに「結束への積極的な意思」を育む認識を,段階的に深めさせる螺旋構造を明らかにした。

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The JERASS special project group "Internationalization of Social Studies Research Methodology" has invited leading researchers from the United States to the international conferences on social studies research trends and issues. The purpose of this issue is to discuss the results of a series of conferences as an interim report. This issue includes three written by US researchers and three short commentaries written by Japanese researchers. The themes of the keynote speechees that the US researchers delivered are as follows: (1) Stephen J. Thornton, Enhancing Curricular-Instructional Gatekeeping in Social Studies, on March 3, 2012 at Kyoto: Ritumeikan University. (2) Bruce A. VanSledright, Ways of Making Sense: Researching Students' Historical Thinking and Understanding, on January 22, 2012 at Osaka: CIC Osaka (3) Carolyn O'Mahony, Researching Planning in Elementary Social Studies in the Digital Age: Exploring the Potential of Lesson Study to Energize Teachers and Revitalize a Field, on August 28, 2011 at Osaka: Osaka Kyoiku University The group coordinator of each conference is requested to outline these US researchers' speeches and articles with focuses on the current trends and issues of research in the United States. The summaries of the invited US researchers speeches at the conferences are followings. (1) A big picture of social studies is not advocated. The US researchers seem not to draw a "macro and grand design," which guides theory and practice into school education. As a more multicultural, fragmented society emerges, it would be difficult to generaliaze the comprehensive concept on social studies. (2) The themes of teacher/teaching and learner/learning are their main focuses. As opposed to the trend of educational standardization, these US researchers attempt to describe the various perspectives of learners, as well as the adjustable but independent decision makings and autonomous communities of teachers, in terms of historical thinking, gatekeeping, and lesson study. (3) Some researchers underwent a cognitive revolution in the 80s as graduate students. The movement introduced them to the reams of qualitative research for analyzing the human subject of a social studies class with a "micro but thick description." According to a recent survey, Japanese researchers show tendencies entirely different from those in the United States. They are likely to write a paper that draws a grand design of social studies together with the development of some types of modules to improve classroom teachers' teaching strategies. The readers of this issue could find the differences of the research methodological trends between Japan and the United States through reading the US researchers' articles.

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Teachers inevitably serve as curricular-instructional gatekeepers although this fact often goes unrecognized by teachers, school reformers, educational researchers, and teacher educators. How and why teachers tend the curricular-instructional gate is key to understanding and enhancing practices in social studies curriculum and instruction. By curricular-instructional gatekeeper, I mean that teachers make the day-to-day decisions concerning both the subject matter and experiences to which pupils have access and the nature of that subject matter and those experiences. Gatekeeping encompasses the decisions the teacher makes about curriculum and instruction and the criteria they use to make those decisions. A teacher tending the curricular-instructional gate shapes classroom encounters among teacher, students, and curriculum materials. These encounters are the true test of the effectiveness of a curriculum and the main determinant of what students learn. Because gatekeeping cannot be circumvented, it must be considered in the implementation of educational changes. Generally change agents have tried, however, to dictate to teachers. This is evident in insistence on, for instance, fidelity to the curriculum developer's wishes as the prime criterion for judging the effectiveness of curriculum reforms. However, since teachers all tend the gate somewhat differently, complete fidelity is an unreachable goal. Moreover, there are sometimes sound educational reasons why a teacher should adapt a curricular-instructional innovation to the conditions in a particular setting. Taking gatekeeping seriously implies a shift in the traditional questions and methods of educational research strategies as well as in the goals and design of teacher education programs.

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スティーブン・ソーントン氏は米国のスタンフォード大学において,教育哲学者ネル・ノディングス氏や,カリキュラム研究で著名なエリオット・アイスナー氏らの下で学び,その後コロンビア大学等での職を経て,現在は南フロリダ大学教授として活躍。「ゲートキーピング理論(以下,GK理論と略記)」の提唱者として知られる。今回,『社会科研究』に寄贈した氏の論考「社会科においてゲートキーピングを高めること」だが,読み手が氏のゲートキーピング理論を多少知っていることを前提とした上で話を展開している節がある。氏の理論については著書『教師のゲートキーピング』(渡部竜也,山田秀和,田中伸,堀田諭共訳,2012年,春風社)に目を通して頂くのが最良だが,本稿でも前半で簡単に氏の理論について簡潔にまとめ,また補足説明を行っておきたい。その上で,後半では氏の論考についての若干の解説・補足説明を行い,加えて我が国の教科(社会科)教育研究に示唆するところを,筆者なりに指摘する。

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This article reports on the use of Lesson Study as a professional practice and as a form of professional development in the USA. It explores the context of American education and research on instructional planning in order to offer reasons why Lesson Study has not been adopted more widely in social studies education despite documented student success in schools using Lesson Study in other curricular areas. It suggests that researcher and teacher educator collaboration is key to making research-based findings on children's thinking important to teachers as they plan instruction. It proposes that Internet-based professional communities can provide social studies teachers, teacher educators, and researchers with colleagues, and a place, to have Lesson Study - like conversations about effective teaching of social studies in today's world with today's children.

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本稿では,キャロリーン・オマホニー氏が記した社会科教育学研究論文Reserching Planning in Elementary Social Studies in the Digital Age: Exploring the Potential of Lesson Study to Energine Teachers and Revitalize a Fieldの内容を整理し,整理した内容を踏まえ,日本の社会科教育研究に示唆することを論じることとしたい。

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