著者

福永 英雄

出版者

日本法政学会

雑誌

法政論叢 (ISSN:03865266)

巻号頁・発行日

vol.42, no.1, pp.1-14, 2005-11-15

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Though the whole picture of the paper cannot be described here in this summary, the following points can be the keys to the problematics of the theme. So-called educational reforms have been transmitted down one after another in recent years. But the actors concerned themselves have seldom been able to participate in the policy-making processes. To maintain the autonomy of school education, we have to know the following mechanism. Firstly, the educational-academic system differs from, for example, the political system or the economic system. They have each different code. If we continually introduce the codes of the political system and the economic system into the educational-academic system, the educational-academic system will become another system. Secondly, independence of system has priority over other things, I insist. Without independence of the educational-academic system, academic freedom and the autonomy of school education will not function well. Thirdly, teachers can be more responsible for school education through deliberation-determination-substantiation in staff meetings. But 'school conferences' may have some possibility of being more public. At the foot of the paper, the prerequisite for 'sovereignty of actors concerned' will be mentioned briefly.