ジョン・グッドラッドの「人間化カリキュラム」論について

Abstract

This paper aims at providing a comprehensive review of Goodlad's 'humanistic curriculum', as it includes teacher education. The scope of 'humanistic curriculum' is the 'concept system', a group of six viewpoints abstracting the world. Goodlad intended schoolteachers use it while developing 'detailed curriculums'. The sequence of 'humanistic curriculum' is described as the process of developing the understanding of the world. Its first stage involved the understanding of the self and second did the understanding of others. Goodlad thinks individuals learn about the world through others and that public education has to aim at individuals taking part in conversation with everyone. Then, Goodlad explains 'humanistic curriculum' is practiced in 'non-grading' schools. There, individuals converse with many others and are provided equal opportunity of access to the common core. 'Non-grading' guarantees a variety of learners and equal opportunity. Goodlad also spoke about 'implicit curriculum', the value of learning style, which was conveyed through the school conditions. So, not 'implicit curriculum' but 'explicit curriculum' convey the counter message, Goodlad also insists that we arrange flexible school conditions. However, beside school conditions, the characters of teachers also convey 'implicit curriculum'. So, teachers should illustrate the character 'humanistic curriculum' aims for. Thus, the reform towards 'humanistic curriculum' will always include teacher education reform.