「生活実践知」形成に関わる中等家庭科カリキュラム : 解釈的行為重視型の場合

A Consideration of Secondary School Home Economics Curriculum from the Viewpoint of the Formation of "Practical Knowledge Functioning in Everyday Life Situation" : An Example of the Pennsylvania State Curriculum Modules with Attached Importance to the Hermeneutic Action

Hayashi Miwako

広島大学教育学部紀要. 第二部

Bulletin of the Faculty of Education, Hiroshima University. Part 2

This article tried to clarify the meaning of the concept of "Practical Knowledge Functioning in Everyday Life Situation" by investigating the theory of Marjorie M. Brown, and to examine the learning method of the formation of "Practical Knowledge Functioning in Everyday Life Situation" by reviewing the Pennsylvania State Curriculum Modules.

After considering the theory of Brown, the author recognized that her theory is worthy to note as the rationale for the formation of "Practical Knowledge Functioning in Everyday Life Situation".

The following characteristics were identified with the abovementioned knowledge in the theory of Brown:

1. Working knowledge directed to action in practical life;

2. Organized knowledge toward solving of the practical problems;

3. Significant knowledge for constituting a view of self and the lifeworld:

4. Integrated knowledge from the wholeness of perspective; and

5. Related knowledge in the process of morally justifiable value judgement.

The contents of the Pennsylvania State Curriculum Module grounded on the theory of Brown are organized around the perennial practical problems, and its learning process is focused on value reasoning. The goal of this module is to enable learners to arrive at making rational value judgements as a result of examining the underlying values. Therefore, through the process of inquiring into the value questions, it is designed to help learners justify their own value judgements in light of the moral value principle. It can be viewed as the curriculum with attached importance to the hermeneutic action which may lead to the intersubjective relationships and mutual understanding in the teaching - learning interaction.

Education [ 370 ]

jpn

広島大学教育学部

[ISSN] 0440-8713

[NCID] AN0021336X