著者

杉浦 英樹

出版者

上越教育大学

雑誌

上越教育大学研究紀要 (ISSN:09158162)

巻号頁・発行日

vol.22, no.1, pp.133-157, 2002-10 (Released:2015-06-17)

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合衆国では1910年頃からモンテッソーリシステムが熱心に紹介され,注目を集めた。小稿では,この時期になされたキルパトリックのモンテッソーリ批判(1913&1914)の内容を,後の彼の70ロジュクト法の提起(1918)にどのような意味を与えたかという視点から検討した。この批判によって彼は進歩主義の立場から当時の合衆国の幼稚園運動を擁護しようとしたが,同時に批判の対象であるモンテッソーリの思想や実践にヒントを得ながら,彼自身がそれまで教師として培ってきた発想に教育学的な表現を与えている。その内答には,すでにプロジェクト法の理論的な萌芽も見出される。 In the U.S., after around 1910, the Montessori System was zealously introduced and was focused the attention. Kilpatrick's severe criticism of this system appeared in 1913 and 1914. His criticism is generally sited as a strong reason for decline of the Montessori Movement today. This paper examines his criticism from the viewpoint of what effect it had for his project method theory, proposed in 1918. By the criticism, Kilpatrick, as a progressive thinker, intended to defend the Kindergarten Movement in the U.S. in those days from the Montessori System. He had just become a scholar of education at Teachers College, could give pedagogical expression to his way of thinking that had already been gained thorough his own experience as a school teacher. He was much influenced by Dewey and Thorndike, and got ideas through criticism of the Montessori's educational thought and practice. We can find several original conceptions of the project method theory in his criticism.