A COMPARATIVE CULTURAL STUDY OF COMMON SENSE AND NON-COMMON SENSE IN JAPANESE EDUCATION

日本教育中常识与非常识的比较文化研究

基本信息

批准号：
13610312
负责人：
YANO Hirotoshi
金额：
$ 2.18万
依托单位：
Osaka City University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

This study is an attempt to show that what is regarded as a common sense matter in Japanese education is not necessarily a common sense in the world through a comparison of Japanese cases with those of other countriesThe following are among the findings obtained in this study(1) While the understanding of other cultures and the formation ofnational identity are the two different tasks that have been pursued compatibly in many countries, what have been argued in Japanese education are the promotion of inter-cultural understanding education without a nationalistic point of viewon one hand and the conflicting views of nationalism on education(2) Ceremonical events like entrance ceremony have been developed particularly in Japanese schools with a view to nurturing the sense of group belonging in students. This is unique with japanese schools, whole characteristics need to be analyzed with this respect(3) Teacher development programs are another topic where Japanese cases are unique in an international context. While they are designed to develop individual teachers' expertise in the U.S., Japanese teachers pay specific attention to improving their schools through their professional development(4) In histry education, it is difficult to touch upon negative historic phenomena. Comparing with the British case, where creating common perspectives and compromise have been attempted, Japanese history textbooks are written on the basis of different views of history and they do not share the common perspectives(5) Finally, academic freedom in the post-war Japanese universities proves to be reconsidered with reference to the German case, where de-militarization and de-nazismization' of universities ended up halfway thyrough the operation of academic freedam

本研究试图通过日本与其他国家案例的比较，表明日本教育中被视为常识的问题不一定是世界常识。本研究获得的结果如下(1虽然对其他文化的理解和民族认同的形成是许多国家同时追求的两项不同的任务，但日本教育中所主张的一方面是在不带有民族主义观点的情况下促进跨文化理解教育以及民族主义的相互冲突的观点教育(2) 日本学校特别举办入学典礼等仪式活动，以培养学生的集体归属感。这对于日本学校来说是独一无二的，需要从这方面分析整体特征(3) 教师发展计划是日本案例在国际背景下独一无二的另一个主题。美国教师的目的是培养教师个人的专业知识，而日本教师则特别注重通过专业发展来改善学校(4)。在历史教育中，很难触及负面的历史现象。与英国尝试创造共同观点和妥协的情况相比，日本历史教科书是在不同历史观的基础上编写的，它们并不具有共同观点（5）最后，战后日本的学术自由事实证明，大学的“非军事化”和“非纳粹化”在学术自由的实施过程中就结束了，德国的案例被证明是需要重新考虑的