著者

山下 晃一

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.25, pp.29-44, 2018 (Released:2019-05-31)

---

The aim of this article is to discuss the potential of the study of educational policy as pedagogy. Pedagogy is generally distinguished from the science of education. While the science of education recognizes facts, pedagogy suggests what to do for technology. It exists in the midst of technology and science. The essential quality of pedagogy is not to gather many cases, but to create models or fictions by a kind of invention of the mind. Also, it is not a contemplation (theoria) or a practice, but a poiesis. It is established as a system of judgement for acts which realize some values in the minds of children. The study of educational policy also provides bases of judgement and review for the poiesis of educational policies. After World War II, pedagogy in Japan consisted of researches on educational practices and policies. To develop study on educational policy, we must realize educational values which can connect the two types of research mentioned above. It is also important to clarify power in education and the relationship between politics and education.