学習システム研究 Issue 5
2017-03-31 発行

シカゴ大学実験学校におけるデューイ教育思想の継承と今日的意義 : シルビー・アングリン校長による講演を踏まえて

Inheritance of Dewey’s philosophy of education at the University of Chicago Laboratory Schools and today’s significance : Critical review of Sylvie Anglin’s speech
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abstract
This paper aimed to investigate how today’s University of Chicago Laboratory Schools succeeds with John Dewey’s educational philosophy and promotes educational practices, based on a presentation by Principal Sylvia Anglin at the lecture conference “American Educational Reform and Redesign of School Education—21st Century Learning at the University of Chicago Laboratory Schools” hosted by the Research Initiative for Developing Learning Systems (RIDLS) at Hiroshima University on July 2 and 5, 2016. For the characteristics of operation policy of the Lower School at the University of Chicago Laboratory Schools, in addition to investigating with a focus on (1) educational philosophy, (2) curriculum, and (3) teacher expertise, I also clarified the relationship with Dewey’s educational philosophy through analysis of the “Playground Construction Project,” which is a practical example of 21st Century Learning being developed at the Laboratory Schools. In conclusion, I discussed the contemporary significance of art education based on the direction of the next revision of the course of study guidelines.
subject
シカゴ大学実験学校
ジョン・デューイ
21 世紀型学習
学習指導要領
University of Chicago Laboratory Schools
John Dewey
21st Century Learning
The Course of Study
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