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比較教育学における「実践」の位置付け : B・ホームズの理論を手掛かりとして

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概要 Generally speaking, Comparative Education Research hesitates to deal with practice, for example, Civic Education. I mean practice is not only lesson at school but also effecting to society. Holmes had... considered the relationship Comparative Education and practice, unlike many Comparative Education Researchers. This article aims to position the practice in Comparative Education, and to examine what kinds of approaches of research are possible, with respect to the practice. This article is (1) to analyze Holmes philosophy, (2) to analyze the relationship Holmes theory and other Comparative Education Research, (3) to formulate three approaches about the practice. Holmes focussed problem solving (practice). That is middle approach between normative and sociological laws. Holmes regarded not only sociological laws but also normative laws as important. He argued that many Comparative Education Researches are social determinism that assumed only sociological laws. Paradigm shift occurred when Holmes takes his middle approach. Three approaches are formulated on the basis of Holmes argument. (1) Normative Approach. The approach assumes to reform and improve social context with education and schooling. They undertake the practice willingly. The main forces are positioned on education, not social context. Many Civic Education Researches or Social Studies Education Researches takes this approach and models some programs or educational theories. (2) Social Approach. The approach assumes that social context determine education or schooling. They keep the practice away. The main forces are positioned on social context, not education. Many Comparative Education Researches take the approach. Holmes criticized this approach, and he made paradigm shift. (3) Constructive Approach. This is middle approach about the practice. The approach assumes that education and social context are interaction. While education and schooling influences in social contexts, education and schooling be influenced from social context. This approach analyzes possibilities or realizations that education reform social context.続きを見る

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更新日 2017.01.05