Research Journal of Educational Methods
Online ISSN : 2189-907X
Print ISSN : 0385-9746
ISSN-L : 0385-9746
Volume 29
Displaying 1-19 of 19 articles from this issue
  • Article type: Cover
    2004 Volume 29 Pages Cover1-
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • Article type: Appendix
    2004 Volume 29 Pages App1-
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • Article type: Index
    2004 Volume 29 Pages Toc1-
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • Toru OGOSE
    Article type: Article
    2004 Volume 29 Pages 1-12
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    It is said that the norm consciousness of children has been degenerating. However, I am much surprised to see that children align themselves with their friends. They never have everything their own way and live through aligning themselves with others. The background of such alignment is the loss of large story in our modern society. In this thesis, firstly I take up an episode in a counseling room, interpret the episode and explicate the worlds and selves of children. The result is that children make stories of alignment on each occasion and change the space into the place of dwelling. Stories of alignment prevent children from being isolated and give them the place of dwelling. However, at the same time, stories of alignment are not based upon everyday life and therefore have no successiveness or otherness. Those who live by stories of alignment have multiple selves. Next I search for a possibility of moral education. I show that the system of self-determination has a limit and grope for changeover of stories of alignment. As the result, it is not effective to force moral values to children but effective to give children a plain moral education on the basis of daily life. Concretely it is important for teachers to lay a stress on dialogue and to prepare a place where children can be faced with their own negativeness.
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  • Shinya TAKEKAWA
    Article type: Article
    2004 Volume 29 Pages 13-24
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    The purpose of this paper is to examine the meaning of the concept of "critical", by analyzing both theoretical and practical frameworks of some literacy theories. In particular, theories of critical thinking, cultural literacy, and critical literacy are taken up. "Critical" is a word with many different meanings in literacy theories. According to critical thinking theory, being critical is the ability to become objective, logical and politically neutral, and acquiring some skills is essential to think critically. The idea of cultural literacy insists that the common knowledge as national identity enables to think critically. But these two theories have serious problems. Because of its emphasis on skills, the former results in disregard of the contents of learning, and non-critical attitude to the borders of the disciplines and the dominant cultures. And the latter forces the value of a dominant culture on those who have other cultures. By contrast, according to the critical literacy theory, being critical is characterized by acquiring the consciousness which binds the personal issues with the public ones which derive from the social structure, and by questioning the status quo. It also means respecting the cultural differences and being responsible for the "voices" of the marginalized people. It is necessary to incorporate this meaning of criticism into the process of literacy formation in the classroom.
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  • Kiyoshi TAKUBO
    Article type: Article
    2004 Volume 29 Pages 25-36
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    Schools are beginning to staffed with School Counselors in order to cope with the problems of bullying and absenteeism, and the creation of a new academic subject, so-called 'clinical pedagogy', is now being groped for. In the early 80s, the difficulties of children's development became aggravated. The practice of guidance for group-making addressed the difficulties by throwing light upon them from the standpoint of the psychoanalytic object-relation theory, reviewed 'individual guidance' which had been given a negative assessment, and tried to unify individual guidance and group guidance. In this article, this process was examined as the creation process of the clinical pedagogy, and the details of the process were brought to light. In the first chapter, it was explained that the mechanism of children's problem behavior and violence in school had been explicated with the help of the psychoanalytic object-relation theory. This approach incorporated the 'family' and 'school' of contemporary Japan into the object-relation theory which was developed from post-Freud psychoanalysis, and tried to build a bridge between pedagogy and psychoanalysis in the field of practice of guidance. In the second chapter, the construction process of a specific guidence theory was investigasted, from the standpoint of children's development sufferings. 'Individual guidance', which had been given negative assessment, was reviewed, and the theorization for the unification of 'individual guidance' and 'group guidance' was examined. In conclusion, it was made clear that the practice of guidance in the 80s contributed to the creation of the `clinical pedagogy' in the following three points, i.e. (1) analysis of contradictions in children's development from the standpoints of the object-relation theory incorporated with 'family' and 'school', (2) sympathies for children's development sufferings and insights into their internal struggles for self-subsistence, and (3) dialectical unification of individual guidance and group guidance, including counseling.
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  • Yuko HOSAKA
    Article type: Article
    2004 Volume 29 Pages 37-48
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    Teachers' work is rapidly changing under the influence of educational reformation these days and those factors like societal need states. In this study, I conducted "developmental work research", which is based on the cultural-historical activity theory. And the focus of the research was given to the teachers' collaborative work on curriculum development for the "integrated curriculum" in a public school and analyzed how teachers' work changing and what was the contradictions they were facing in everyday practice. Through this analysis, I try to figure out the possibility of transformation of teachers' work. The critical issues they were facing in this elementary school were summarized as following; a) shortage the number of teachers for the practice of "integrated curriculum", b) lack of shared idea/image or understanding of "integrated curriculum" within teacher team. For the challenge to solve a), they tried to get enough number of adults/teachers by crossing their boundary of ordinary way of classroom practice and collaborate with organization not only teachers in this school but also other organization out of the school. Teacher team challenged to transform their activity system by re-defining the boundary of their work and by mediating new cultural tools. And for b), teachers came to aware of their need to transform their way of communicate with each other and the challenge to create new culture is the next issue for them. The task of educational practice study could be trying to catch this very moment of transformation and encourage them by keeping an eye on teachers' expansive learning in everyday practice.
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  • Ikuo KAJIWARA
    Article type: Article
    2004 Volume 29 Pages 49-60
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    This paper analyzes longitudinally The Dewey School (K. C. Mayhew and A. C. Edwards, 1936) by focusing upon how the learners know historical people. This paper solves this problem by verifying Dewey's (1898) hypothesis of history-learning. This paper clarifies that history-learning depends upon the next two principles of how the learners know historical people. First, they, engaging in "occupations" to produce the necessities of life, they image in their mind historical people who engaged in same "occupations". Second, they learners picture historical others who were connected with the people's life, through information of history. Under the two principles, the learners image in their mind some connection with historical people beyond time and space. In Dewey's empiricism, history-learning is planned for the learners to recognize that their present life is supported by the connection. In this plan of history-learning, the learners understand some connection with historical people in the following three stages. In the first stage (at the age of six, seven, and eight), they picture occupational life of historical people regardless of any particular time or any particular place. In the second stage (at the age of nine, ten, and eleven), they image in their mind occupational life of the historical people in Chicago. In the third stage (at the age of twelve, thirteen, and fourteen and fifteen), they recognize that the occupational life in Chicago is a part of connection with historical people beyond time and space. This paper thus reveals the three stages of history-learning to be as processes whereby the learners know some connection of historical people.
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  • Yukako NAITO
    Article type: Article
    2004 Volume 29 Pages 61-72
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    This paper aims at examining the educational concepts of the Hamburg community schools', that, during the German new education movement, tried to children with a cooperative learning environment. Through analyzing the practice "Comprehensive Learning" of the Telemannstrasse school. The common concepts of a community school are (1) collaborating intimately with a child's close community, (2) supporting a child's inner creative individuality, and building new relationships in the classroom, and (3) building interactive relationships between teachers and guardians via the day school system. As an educational idea based on the concept of "cooperation", the idea of simultaneously realizing the child's autonomous/creative activity and intellectual learning was brought up. The teacher is permitted a large amount of discretion, and a flexible education was developed according to individual needs. In the Telemannstrasse school, as regards general learning inside and outside school, this concept has been implemented by flexible study plans and free compilation of teaching materials from the child's side. This is built up based on a dialogue between the child, teacher and guardian. In this case, from a fresh viewpoint, (1) the curriculum is not a fixed plan, but rather a flexible project, and (2) the significance of general learning is not a collection of subjects, but collaboration between purpose-oriented teaching and activity.
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  • Kuniharu KIMMA
    Article type: Article
    2004 Volume 29 Pages 73-84
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    Should it be criticized to try to introduce SEIKATSU-experiences or activities into a curriculum? In this paper a correlation between SEIKATSU-activities and knowledge/skills of subjects will be clarified, specifically in the Core-Curriculum that was planed and practiced in the early post World War II period. The experimentalism that would not "creep" will also be clarified. During that period, a Core course meant social studies which means "SEIKATSU-activities". However, this is a narrow interpretation of the Core-Curriculum. The broad interpretation meant the whole reconstructed curriculum. Sectionalized curriculum by each-subject was criticized. Instead, the idea of "Unit" was introduced into the new curriculum. There were two types of correlation between the "Unit" and knowledge/skills of subjects. One is a correlation called "the continuation in a Unit." A famous example was "playing post office" proposed by Sumio Higuchi, a teacher of the Sakurada elementary school. In this case children were supposed to learn "continuously" knowledge/skills through activities. On the other hand, in "playing post office" version of Masao Yoshino, a teacher of the Narihira elementary school, we can find a correlation called "connection with a Unit." This is a notable case because he picked up the knowledge/skills which became necessary in the activities and taught them in his lessons. Comparing these two types, the latter case has an important implication that teachers should teach necessary knowledge/skills. The Core-Curriculum included such a type, and it should be further discussed.
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  • Tatsuya WATANABE
    Article type: Article
    2004 Volume 29 Pages 85-96
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    The purpose of this paper is to make clear the reason why the Issues Centered Curriculum based on Jurisprudential Approach has to be implemented in Social Studies instead of the Issues Centered Curriculum based on the Discipline Centered Approach. In order to achieve this purpose, this paper focuses on the shift of the theory of Social Studies in the United, and makes clear (1) what faults the Issues Centered Curriculum based on the Discipline Centered Approach has and (2) how the Issues Centered Curriculum based on Jurisprudential Approach overcomes them. Especially I focus on analyzing the educational theory of the D. W. Oliver and F. M. Newmann who developed the Jurisprudential Approach and the structure of unit of Harvard Social Studies they edited. I extract some of the conclusion of (1) and (2). 1) It is difficult for the Issues Centered Curriculum based on Discipline Centered Curriculum to indicate the criterion of choosing the content among the disciplinary conflicts. That is one of the faults of it. It is possible, for Issues Centered Curriculum based on Jurisprudential Approach to overcome it because the contents of this approach are consisted of the controversial issues and we can know various perspectives of many people from them. 2) The Issues Centered Curriculum based on Discipline Centered Approach cannot avoid the indoctrination of the only one perspective of a researcher. That is another fault. It is possible for Issue Centered Curriculum based on Jurisprudential Approach to overcome it because this approach tries to compare many perspectives and we can choose from them with criticizing them.
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  • Toshie NINOMIYA, Toshiaki HONDA
    Article type: Article
    2004 Volume 29 Pages 97-106
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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    Recently, the Internet and multimedia have come into wide use causing the learning environment to change. In order to cope with the present situation, we had promoted Information Education with ICT by conducting investigations of teachers and teacher training. Initially, during the investigations, it became clear that the teachers lacked equipment and skills of ICT. For the improvement of those conditions we arranged teacher training with ICT without any restrictions of space-time. Subsequent to this, as there was ample room for further improvement in the teacher training system, a new teacher training system was tested, which provided excellent results. In the new teacher training system, cooperation between teachers appeared. However, Information Education with ICT had not been conducted actively in common schools, in spite of a tremendous amount of teacher training. We then considered "the place" of learning for an information-oriented society with the following three indexes; "the size of the learning group," "the learning form" and "the relationship." Furthermore, an attitude survey of the teachers concerned with these three indexes, made it clear that the traditional teacher's view of teaching obstructed the realization of a learning environment for an information-oriented society.
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  • Article type: Appendix
    2004 Volume 29 Pages App2-
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • [in Japanese]
    Article type: Article
    2004 Volume 29 Pages 107-110
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • [in Japanese]
    Article type: Article
    2004 Volume 29 Pages 110-112
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • [in Japanese]
    Article type: Article
    2004 Volume 29 Pages 112-114
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • [in Japanese]
    Article type: Article
    2004 Volume 29 Pages 114-117
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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  • Article type: Appendix
    2004 Volume 29 Pages App3-
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
    JOURNAL FREE ACCESS
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  • Article type: Index
    2004 Volume 29 Pages Toc2-
    Published: March 31, 2004
    Released on J-STAGE: April 22, 2017
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