著者

森本 扶

出版者

日本社会教育学会

雑誌

日本社会教育学会紀要 (ISSN:03862844)

巻号頁・発行日

vol.40, pp.91-100, 2004 (Released:2021-02-05)

参考文献数

53

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The purpose of this paper is to analyze how the practical idea of “Jidokan”, Child Welfare Institutions, has changed in state measures and theories, and to understand structurally the historical process of “Jidokan” practice in Tokyo since the 1970s, taking notice of the relation between the idea and individual practices.  State run “Jidokan” have been needed to cope with various subjects, for example to educate children healthily and to support child rearing. The theoretical ideas can be classified roughly into an outline of the right to live and of the right to education. The former has been the principle concept behind the establishment of the institutions. The latter, growing out of it, has aimed to establish children's independence for creating their culture by nurturing their own organizations. In practical activities, practitioners have been groping in the dark in face of a gap between the two ideas. But we can find some practices in which children have acted creatively, not as recipients of service.  Today, we have to make the meaning of these hidden practices and to deepen the idea of “Jidokan” in accordance with an outline of the right of education.

著者

佐藤 一子 森本 扶 新藤 浩伸 北田 佳子 丸山 啓史

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.44, pp.321-347, 2005-03-10

被引用文献数

1

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This paper intends to discuss some theoretical issues of Action Research as a methodology of educational research. Action research has been developed in the field of social investigation, especially in workplaces. In the 1970s, some argument was brought out on the cognitive problems in social science and on the way of understanding of the world, not only as the objective existence but as emergent and interactional forms constructed with others. Also, Participatory Research has been created through adult educational practices in developing countries, and research networks have been constructed by International Council of Adult Education. Theoretically, this movement was first influenced by the philosophy of Paulo Freire. Considering these historical backgrounds, our discussion will focus on some controversial issues of AR and PR; a) problems of practical or reflective knowledge derived from the process of research; b) relationships between researchers and participants; and c) attributions as a way of inquiry. Finally, we examine some problems of validity of AR or PR.