この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/54747
広島大学大学院人間社会科学研究科紀要. 教育学研究 4 号
2023-12-22 発行
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
Abstract
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.
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.
About This Article
著者キーワード
reference framework
deliberative learning
meta-cognition
参照枠
熟議学習
メタ認知
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Copyright © 2023 人間社会科学研究科
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