大学教育における「学習共同体」の教育学的考察のために

Abstract

This paper examines the meaning and problems associated with "Learning Community" as an educational concept in higher education. Three concepts were examined; "study/education community" (Humboldt, 1896), "learning community" (Sato, 1995), and "community of practice" (Lave & Wenger, 1991). The common characteristics of these concepts, which are meaningful for higher education, are collaborative studying, dialogue and restructuring of academic knowledge, the self and others. But each concept has its own unique meaning and problems. "Study/education community" has the methodological meaning for public of education. But this has two problems, 1) how to connect academic knowledge with ones life experience, and 2) how to ensure it is not the only place of talent development that offers vocational training. "Learning community" has the meaning in liberal education of connecting various academic disciplines through cross curricula or discussions among various degree-bound students in a class. It also has the meaning for professional education in the point of connecting academic knowledge with regions or industries through internships or the case method. But this has three problems, 1) how to form dialogues between teachers with highly specialized knowledge and students with little basic knowledge, 2) how to encourage heterogeneous members to cooperate in liberal education that doesn't have strongly connected members in the classroom as in elementary school or secondary school, and 3) how to connect various academic disciplines or connect academic knowledge with regions or industries that have different purposes, organizations, or cultures. "Community of practice" has the meaning as a unit of analysis of learning in "learning community". With this concept reinforced by "multi-membership" (Wenger, 1998) and "consequential transitions" (Beach, 2003), "community of practice" also has the meaning for analysis of learning in liberal education. But it also has a problem in that it must incorporate the viewpoints of "generation of community of practice" and "singularity" of participants.