本稿は，

・の教育思想とその教育実践について，その思想的な背景を検討することを通して，かれが提示する「課題提起教育」における「対話」と「意識化」という教育方法の弁証法的関係をふまえ，「生成語」／「生成テーマ」を媒介とした「課題提起教育」の実践についての構想を検討することにより，フレイレの「解放」の教育思想と「課題提起教育」の今日的意義を明らかにすることを目的とする。

　フレイレの「解放」の教育思想は，キリスト教思想とマルクスの思想の結合を基盤に，物質的かつ意識的な二重の抑圧状況からの「自己解放」を目的とする。「自己解放のための闘い」に向かう「課題提起教育」は「課題提起」を媒介とした「命名」，「出会い」，「労働」の統一体である「対話」とそれを方向づける「意識化」の弁証法的実践である。具体的な学習場面においては，「生成語」／「生成テーマ」が「対話」と「意識化」の弁証法を媒介する。「生成語」／「生成テーマ」は学習者と生きる現実を，そして教育者と学習者，学習者相互を媒介する。その学習は学習者自身にその学習能力や批判能力を感じさせると同時に，その社会における自らの権利を獲得するべく闘うことに向けた社会参加の資質能力を保障するという意味で自己変革と社会変革への学習である。

　こうしたフレイレの「解放」への学習は今日の日本の「学習」をめぐる問題状況に批判的な示唆を提起している。

抄録全体を表示

The purpose of this paper is to re-examine Freire's "dialogue" from viewpoint of "generation" to clarify the method of teaching that aims at liberation while avoiding the danger of falling into indoctrination. To this end, I examined the deepening of Freire's educational thought from "Educação e Atualidade Brasileira" to "Pedagogia do Oprimido", and re-examined Freire's theory of "dialogue" from the viewpoint of "generation".

The foundation of Freire's educational thought lies in overcoming the oppression internalized by the oppressed. This is a common theme in Freire's early to mid- career. In the early years Freire was influenced by ISEB theorist and Teixeira, and in the middle years by Marx and Fanon.

To overcome internalized oppression, it is necessary for the oppressed themselves to narrate their suppressed emotions, questions, wishes, and hopes. To "generate" such narratives is to dialogue with the "world" and others through "generative" words, themes and questions devised by the teacher.

Pedagogy that avoids the danger of "indoctrination" and aims at "liberation" is realized when learners talk about themselves through dialogue with the "world" and other people. This dialogue is realized by "generative" teaching. The oppressed can challenge "self-liberation" when such generative dialogue becomes possible.

抄録全体を表示

抑圧された文化の打開を背景とする批判的リテラシーの概念は，民主的な社会を維持，発展させる上で重要である．ここでの「批判」をわが国特有の文化に照らすと，「同調」という側面にも目を向ける必要があるのではないかと考えた．そこで「自転車の危険性」に関する新聞記事を参考に，わが国の自転車の問題についての質問紙を作成し，大学生と中学生から回答を求めた．主に大学生の記述を批判的リテラシーや数学的リテラシーに照らして検討した結果，学生はこの問題について，歩行者の立場や行政の対応等，多様な観点から批判的に捉える傾向にあったが，同調的な記述も見られた．また批判の中には反感や反発と捉えられる記述も表出した．

抄録全体を表示

　In this article the author explores the present situation and the future path of social development in a developing country, by examining the case of Grameen Bank’s Village Phone (VP) program.　VP is a development program in Grameen Bank’s microcredit project, which gives poor and needy women the chance to run the mobile communication service. According to the bank, that VP program promotes women’s empowerment throughout the villages of Bangladesh. VP is “mobile phone business”, and people think it “modern and sophisticated” work. Thus such a commonly-held idea elevates the status of VP managers. From this viewpoint VP is expected to achieve the social empowerment of poor women. This article investigates whether the program does in fact cause women’s empowerment.　Many researchers are interested in the issue of people’s empowerment in developing countries, and sociologists have therefore produced a variety of publications on the subject. Contrary to this trend, however, there are few analyses that include both a conceptual study and an empirical study of empowerment.　Keeping these conditions in mind, in this article we conduct our discussion as follows. First, examining some texts, we clarify the concept of empowerment. Next, we indicate the structural elements of empowerment. Thirdly, we discuss the efficacy of the VP program. With the research data the author has collected, we reach the provisional conclusion that the program does not succeed in empowering women. Finally, we offer a brief consideration of the structural background to the failure of the VP program.

抄録全体を表示

  Immediately after the foundation of the People’s Republic of China, vast rural areas faced the urgent task of reforming the quality of people’s education and enhancing the cultural level of the peasants. In this context, people across the country carried out a massive educational literacy campaign. This paper examines why peasants in the 1950s, who were not considered to be in need of literacy education, were willing to participate and make literacy education a mass movement.

  The study attempts to understand the methods of literacy education by analyzing historical material and interviews with participants at the time in Jiangsu province. First, peasants’ participation in literacy education heavily relied on the mobilization of the government. Second, literate middle-class and poor peasants with a sense of duty as the protagonists of the new society, were obliged to teach illiterate peasants to read and write, thus becoming the driving force in literacy education. Lastly, the choice of time, place, and the content of literacy education are all closely associated with the actual life and needs of the peasants, hence ensuring the survival of literacy education.

抄録全体を表示

本稿は,数学教育における「批判的思考」の検討をもとに，身のまわりにある数値の捉え方や解釈について，数学教育と理科教育の視点から検討するものである。「ノンアルコールビール」のアルコール分の表記では，飲料メーカーによって「ゼロ」，「0%」，「0.00%」といった工夫が見られるが，消費者の解釈は様々である。「0.00%」に着目すると，化学や薬学などの研究者の解釈は，測定器具の測定限界からの捉え方がなされるようである。これは，原発問題における放射能や放射線量などの数値の解釈にも関係しており，数値が深刻なものか，あるいは，自然界に存在するレベルのものかといった考え方にもつながるようである。そしてこれは，情報を精査して判断するという「批判的思考」にも関係している。このような科学的な見方は，数学教育においても重要であると捉えられよう。

抄録全体を表示

Globalization is an on-going process in the world, today, demonstrating both dynamics of standardization and differentiation in the spheres of politics, economy and culture. On one hand, certain values and modes of communication are universalized, and on the other there is growing advocacy of local, ethnic and other multicultural forms of identification. Globalization encourages international institutions and global/domestic networks of non-governmental organizations to expand their influence, and curtails the autonomy and sovereignty of nation states.
With respect to human rights, global standards as represented by the Universal Declaration of Human Rights and other human rights instruments prevail over national standards. The idea of universal human rights, which honor individual dignity, increasingly limits the scope of national jurisdiction. In addition, the concept of locally-specific human rights is also advocated, particularly by some non-Western countries, and the effective coordination of universal standard of human rights and the local cultural values and concerns is becoming a significant political issue. Today, it is generally maintained that the universal standards should be properly translated according to local contexts.
In the field of human rights education as well, there has been a clear shift from the conventional approach, which emphasizes specific human rights issues, to one which focuses on strategies to design and implement comprehensive human rights education. The latter approach aims to educate agents of human rights as global citizens equipped with certain knowledge, skills and attitudes. It actively incorporates various theories, methods and perspectives of global human rights education. Recently, we notice that various initiatives on human rights education, such as “Dowa education”(education related to the Buraku issue in Japan), intercultural education, development education, gender education and others have increasingly come to use the common frameworks and language of global human rights education. The next challenge is how to infuse the universal perspective of human rights education into the concrete practice of education based on specific human rights issues.

抄録全体を表示