熟議に対する生徒のメタ認知を促す参照枠の条件と構成 : W.C. Parker「公共政策熟議モデル」に注目して

Conditions and Constitute of the Reference Framework for Promoting Student’s Meta-cognition of Deliberation: Focusing on “Model of Public Policy Deliberation” developed by W.C. Parker

野瀬 輝

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

Deliberative learning should develop citizens who can improve their deliberative skills throughout their lives. To this end, school education is required to develop students’ meta-cognitive skills for deliberation. Reference framework that this study primarily deals with is a tool that students can use as a benchmark for reflecting on and improving their own deliberations. By enabling students to utilize such tools, their meta-cognition will be encouraged, and a foundation will be formed for autonomous development of their deliberation skills.
This study discusses the conditions that a reference framework for deliberative process used in deliberative learning should have and its specific structure. In conclusion, reference framework should fulfill the four conditions of reflectiveness, inclusiveness, overlookness and flexibleness. And we focus on Model of Public Policy Deliberation developed by W.C. Parker as a specific reference framework that satisfies these conditions by (1) allowing for subjective comparison of alternatives prior to decision-making, (2) consistently ensuring opportunities for inclusion of diverse perspectives, (3) presenting a segmented academic, practical, and holistic deliberative process, and (4) structuring the deliberations and leave embodiment to the user.

reference framework

deliberative learning

meta-cognition

参照枠

熟議学習

メタ認知

日本語

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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