コルダーとスミスの開発教育論に関する一考察 : オーストラリアにおける理論的到達点を探る

Abstract

1960年代から今日に至るオーストラリアの開発教育研究の歴史の中で､コルダーとスミスの開発教育論が1つの理論的到達点であると見ることができる｡よって､その後の研究成果を評価するためにもまず､コルダーとスミスの所論を整理し､その到達点と課題を明らかにしておく必要があると考えられる｡本稿では､この課題に迫る｡

The purpose of this paper is to explore the theoretical attainment and the challenges to be addressed concerning the theory about development education of Margaret Calder and Roger Smith. For this purpose, I begin by revealing the significance and problems of the theory of global education proposed by Graham Pike and David Selby that is based on the holistic paradigm, because Pike and Selby's theory has a great influence on Calder and Smith's ideas. I then examine the theory put forward by Calder and Smith and point out especially four important points and one problem of their theory. The important points are to (1) link the way of solving problems in society to the development of the learners, (2) value the acquisitions of knowledge and skills that are needed for learners to choose the actions they should take, (3) examine critically the status quo of this society we live in, and (4) emphasize the acquisitions of comprehensive knowledge to deliberate the solutions to global issues. The problem is the inadequacy of the means to lead the empowerment of learners to the action of problem solving. I point out that these features are led by Pike and Selby's theory.