E.W.アイズナーの教育目標論の再検討

Abstract

本稿では、米国のカリキュラム研究者E.W.アイズナーの教育目標論の再検討を行う。先行研究において彼の所論は、R.W.タイラーやB.S.ブルームへの批判として解釈されてきた。それに対して本稿は、次の二つの示唆を導き出した。第一に、アイズナーの行動目標論批判は、より一般的な目標叙述を志向したタイラーらよりもむしろ、下位目標への細分化を志向したR.メイジャやW.J.ポファムらの所論やその教育観を批判するものであった。よって今後は、タイラーらとアイズナー間の主張の違いを、教育目標設定の是非に解消されない論点から検証すべきと論じた。第二に、アイズナーの教育目標論はメイジャらの行動目標論へのオルタナティブを示した一方、タイラーらの行動目標論を必ずしも乗り越えるものではなかった。他方で、アイズナーの教育目標論は、目標による学習活動の規定度合いに多様な類型を示すもので、既存の目標や実践の分析装置となりうる点に意義を有していた。

This paper presents a rethinking of the theory of educational objectives of the American curriculum researcher, E. W. Eisner. In previous studies, Eisner's theory has been interpreted as a criticism of R. W. Tyler and B. S. Bloom. In contrast, this paper reexamines his criticism of behavioral objectives and the theoretical and practical development of his theory of educational objectives and derives two suggestions. First, Eisner criticized the theories of R. Mager and W. J. Popham and their views of education, which were oriented toward subdividing objectives into more detailed objectives, in contrast to those of Tyler and others, which were oriented toward a more general description of objectives. Therefore, it is necessary to reconsider the differences between Tyler's and Eisner's theories, which cannot be resolved into the issue of whether to set educational objectives. Second, while Eisner's theory of educational objectives presented an alternative to the theories of Mager and others, it did not overcome those of Tyler and others. On the other hand, Eisner's theory of educational objectives was significant in that it showed various typologies of the degree to which educational objectives define learning activities and could serve as a device for analyzing existing objectives and educational practices.