著者

原 圭寛

出版者

教育史学会

雑誌

日本の教育史学 (ISSN:03868982)

巻号頁・発行日

vol.61, pp.32-44, 2018 (Released:2019-04-01)

参考文献数

15

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This study examines how undergraduate courses of instruction were determined and why the registration system of choosing courses, called the “group system,” was adopted in Cornell University and Johns Hopkins University, with following two hypotheses: 1) these universities introduced the group system to prepare students for postgraduate studies, presupposing the educational ladder from secondary via undergraduate to postgraduate education; 2) the founding presidents of the universities introduced the group system because they opposed the free elective system in use at Harvard, and designed their systems based on ideas on the course of instruction found in Yale’s Reports of 1828.Previous studies interpret this period as the emergence of “American Universities” with specialization of undergraduate courses as a transformation from classical English-style colleges to German-like universities, and Johns Hopkins and Cornell were thought as pioneers of this transformation, following Harvard. However, it is also likely that both founding presidents, Daniel C. Gilman and Andrew D. White, were influenced by their own education at Yale College, which occurred after the 1828 Reports were issued. To support these conclusions, this paper examines the following materials: Annual Catalogues, Annual President’s Reports, and articles written by the two founding presidents. This analysis revises the characterization of the history of curriculum in American higher education as a pendulum swinging from one extreme to another (e.g. from prescribed to elective and then back to prescribed).

著者

原 圭寛

出版者

弘前学院大学文学部

雑誌

紀要 = The bulletin of Hirosaki Gakuin University (ISSN:13479709)

巻号頁・発行日

no.54, pp.11-18, 2018-03

著者

原 圭寛

出版者

湘南工科大学

雑誌

基盤研究(C)

巻号頁・発行日

2022-04-01

著者

原 圭寛

出版者

湘南工科大学

雑誌

若手研究

巻号頁・発行日

2019-04-01

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本研究は,学士課程のカリキュラム編成の際に「知識」と「能力」の関係がどのように問われてきたのかについて,思想史的に研究するものである。特に本研究では,1828年にイェール・カレッジが出版したカレッジ・カリキュラムについての報告書において1つのキーワードとなっている"discipline"という概念に着目する。この報告書は,学士課程の編成意図について論じられたまとまった文書としては,アメリカ最古のものの一つであるとされている。この文書における中心的な概念がどのような経緯で出現し,またその後のアメリカの学士課程編成にどのような影響を与えたのかについて分析を進めることで,上述の課題に答える。

著者

原 圭寛

出版者

慶應義塾大学大学院社会学研究科

雑誌

慶應義塾大学大学院社会学研究科紀要 : 社会学・心理学・教育学 : 人間と社会の探究 (ISSN:0912456X)

巻号頁・発行日

no.77, pp.39-53, 2014

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論文

著者

原 圭寛

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項 (ISSN:2433071X)

巻号頁・発行日

vol.71, pp.370-371, 2012-08-22 (Released:2018-04-20)

著者

間篠 剛留 原 圭寛 翟 高燕 塔 娜

出版者

慶應義塾大学大学院社会学研究科

雑誌

慶應義塾大学大学院社会学研究科紀要 : 社会学・心理学・教育学 : 人間と社会の探究 (ISSN:0912456X)

巻号頁・発行日

no.79, pp.1-14, 2015

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This paper examines how concepts of scholarship, especially scholarship of teaching and learning (SoTL) and scholarship of engagement (SoE), have developed among academic theorists based on Ernest L. Boyer's Scholarship Reconsidered (1990).To break out of the monotonous old debate of teaching versus research, Boyer attempted to redefine the meaning of scholarship. He proposed four types of scholarship -discovery, integration, application, and teaching— and insisted that they be equally respected. Since Boyer's proposition, many scholars have actively debated what scholarship is, and new concepts of scholarship, such as SoTL and SoE, have been developed.Recently, American scholarship has had two important tendencies: one is disaggregated, specific, and concrete; the other is aggregated, holistic, and abstract. Advocates of the former regard the new types of scholarship, such as SoTL and SoE, as extensions of one of Boyer's original four types. Hence, these advocates believe SoTL to be an extension of scholarship of teaching and SoE to be an extension of scholarship of application. These arguments provide concrete representations of scholarship, something that Boyer did not provide, and this helps people recognize the significance of teaching and learning or service and outreach. SoTL and SoE programs are useful in helping convince people that the work of teaching and learningshould be evaluated. Because the call for accountability is strong today and certain specialized appointees typically focus their energies on only one of the traditionally integrated faculty functions, administrators and scholars are likely to welcome new types of scholarship. This specific and concrete concept has succeeded in appropriately evaluating work that Boyer had earmarked for evaluation.However, this concept of scholarship contains a weakness that disregards Boyer's principles. If one sees SoTL and SoE as merely developmental ideas of the scholarship of teaching and the scholarship of application, and as programs or activities concerning them, the possibility of conflict among research, teaching, and service arises anew. Hence, another conceptual type of scholarship has emerged: the comprehensive type, which advocates regard as a construction of Boyer's four forms of scholarship or a principle for constructing them. In this way, scholars regard SoTL as scholarship that emphasizes teaching and learning and SoE as a form that emphasizes service. This new, comprehensive type of scholarship yields a critical perspective on specific types. Boyer offers the four types of scholarship as a common ground concept that all academic professions must share, and comprehensive scholarship advocates the importance of the types of thinking inherent in those four original types. Advocates of comprehensive scholarship attempt to reconstruct Boyer's four types flexibly, so that American academic professions can foster diversity and share common ground.論文

著者

原 圭寛

出版者

湘南工科大学

雑誌

湘南工科大学紀要 = Memoirs of Shonan Institute of Technology (ISSN:09192549)

巻号頁・発行日

vol.56, no.1, pp.73-77, 2022-03-31

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本稿では,日本の学校段階の概念、特に中等教育と高等教育との接続について,アメリカの学士課程教育の歴史との比較によって,その歴史的・構造的問題を考察する。アメリカの歴史においては,カレッジでの学士課程教育が中等教育に属するか高等教育に属するかが議論され続けてきた結果,学士課程教育は次第に中等教育と高等教育をつなぐ役割を担うようになった。一方で日本の学校段階の構造は,そのような段階的な接続をほとんど意図していない。この違いは,日本における高等教育の大衆化に伴って現れる問題の原因の一端となっていると考えられる。This paper examines the historical and structural problems of the Japanese concept of the educational stages, especially the connection between secondary and higher education, by comparing it with the history of undergraduate education in America. In American history, as a result of continuous debates on whether undergraduate education in colleges belongs to secondary education or higher education, undergraduate education has gradually come to play a role in connecting secondary and higher education. On the other hand, the structure of the educational stages in Japan has little intention of such a gradual connection. This difference is part of the reason for the problems that appear with the popularization of higher education in Japan.

著者

神戸 和佳子 原 圭寛

出版者

湘南工科大学

雑誌

湘南工科大学紀要 = Shonan Institute of Technology journal (ISSN:09192549)

巻号頁・発行日

vol.55, no.1, pp.85-92, 2021-03

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本稿は,中等教育において必修となっている「総合的な学習(探究)の時間」の教育課程内の位置づけと意義について,実践例を交えて検討することで,中学校及び高等学校のカリキュラム編成の一助とすることを目的とする。ここでは国立教育政策研究所が示す「総合的な学習の時間」の事例について,奈須の述べる「コンピテンシー・ベイス」の教育が持つ「危うさ」という観点から,改訂版ブルーム・タキソノミーの枠組みを用いて分析することでその問題点を指摘し,これを補完し得るものとしてアメリカ・ハワイ州におけるP4Cの実践を紹介する。 This paper examines the Period of Integrated Studies in secondary schools in Japan, from the viewpoint of the "risks which competency-based education has," by using the framework of Revised Bloom's Taxonomy and comparison with an activity of P4C Hawaii. As a result, representative cases of the Period of Integrated Studies contain such risks and the activity in P4C Hawaii contains hints to solve them.

著者

原 圭寛

出版者

弘前学院大学文学部

雑誌

紀要 (ISSN:13479709)

巻号頁・発行日

vol.54, pp.11-18, 2018-03-18

著者

原 圭寛

出版者

一般社団法人 日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.73, pp.168-169, 2014