英米圏カリキュラム研究におけるBildungの位置と変容 : カリキュラム研究に対するドイツ教授学の発信の中で

Disposition and Rhetorical Change of Bildung in the Internationalizing Curriculum Studies: Revision of Bildung as a pedagogical concept that overcomes the moribund state of curriculum studies

Miyamoto Yuichi

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study is to observe disposition and rhetorical change of Bildung theory in the internationalizing curriculum theorizing since 1990s to 2010s. ‘Didaktik meets curriculum study group’ led by Hopmann, Westbury, etc. had a certain impact on promoting cultural dialogue between Anglo-American curriculum tradition and German-Scandinavian Didaktik, in which different intellectual systems confronted with each other. Although many literatures have already focused on this dialogue, there is a need to understand that this dialogue was not a mutual dialogue but an active appealing from German to American curriculum theory for overcoming the diagnose of its ‘moribund’ state. Bildung as a hermeneutic discipline played an important role to transform the hegemonic tradition of curriculum discourse. Not only could this study reveal how Didaktik tradition was signified in the international discourse, but also clarify the rhetorical transformation of German Didaktik itself that pretended its significance utterly deviated from domestic discussion: Bildung-centered Didaktik as a past paradigm in German Pädagogik had been revived in the field of international discourse. It could be then concluded with a need to recapture the historical figures like Humboldt and Klafki.

Anglo-American Curriculum Studies

German Didaktik

Bildung

Reconceptualism

Humboldt

英米圏カリキュラム研究

ドイツ教授学

再概念主義

フンボルト

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086