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形式陶冶論から行動目標論への転換と日本的受容の結末
http://hdl.handle.net/11266/0002000464
http://hdl.handle.net/11266/00020004642544668a-9d9b-4502-8bba-9892f9fb099a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
22-2.pdf
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-07-31 | |||||||||
| タイトル | ||||||||||
| タイトル | 形式陶冶論から行動目標論への転換と日本的受容の結末 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The Transition from Formal Discipline to Behavioral Objectives Approach and Its Aftermath in Japan | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | formal discipline(en), behavioral objectives(en), curriculum management(en) | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 著者 |
浅沼, 茂
× 浅沼, 茂
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | In this paper, I intend to clarify the achievements and significance of Edward Thorndike, a renowned American psychologist who helped lay the scientific foundation for educational psychology, concerning designing the Japanese curriculum which has developed in due course of time. Thorndike’s epochmaking empirical discovery threatened “formal discipline”, a concept that certain subjects should bestudied for the primary purpose of exercising and developing general intelligence which was prevalent during the time. Contradicting his epoch-making discovery, Ralph W. Tyler developed a behavioral objectives approach, initially designed as a tool for transferring intangible educational achievement into observable academic reward. Educational attainment is translated as “attainment objectives” in Japanese. This concept has been prevalent in the contemporary Japanese curriculum, academic course of study, syllabus, study carte, PDCA, and others. Educators are now swamped with these papers rather than actual teaching practice. The current behavioral objectives approach has disadvantages and the deficiency must be analyzed and reconsidered. In the 1970s, the dominant curriculum paradigm was challenged by the phenomenological paradigm, “Rashomon approach.” Despite its authenticity, this paradigm lost the hegemony of curriculum reformation. The mainstream of the curriculum discourse has been geared toward the behavioral objectives approach in Japan. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 立正大学心理学研究所紀要 en : The Journal of the Institute of Psychology Rissho University 巻 22, p. 17-26, 発行日 2024-03-31 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | EISSN | |||||||||
| 収録物識別子 | 1348-2777 | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 立正大学心理学研究所 | |||||||||
| 言語 | ja | |||||||||
