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タイトル: アメリカ進歩主義教育運動におけるコミュニティと学校 : 1910年代のゲーリースクールの研究
その他のタイトル: The School and the Community in the Progressive Education Movement : A Study of the Gary Schools in the 1910s
著者: 宮本, 健市郎
著者(別言語): Miyamoto, Kenichiro
発行日: 1984年3月30日
出版者: 東京大学教育学部
掲載誌情報: 東京大学教育学部紀要. 23巻, 1984.3, p.275-285
抄録: In this paper, I aim to illustrate the social functions of the progressive education movement, focusing on the Gary Schools. The analysis of the Gary Schools will prove that (1) the progressive education movement in the 1910s appeared to be making every effort to construct a community; (2) as a matter of fact, the movement created "social order" instead of "community." The Gary Schools at that time, which were praised highly by many educators including John Dewey, were among the most famous and influential progressive schools. Shortly after U.S. Steel set up a factory at the south shore of Lake Michigan, the place was named Gary and experienced a rapid growth of the population. The city became crowded and disordered by many newcomers, most of whom were immigrants from East and South Europe. Educators in Gary convinced the people that the schools were making every effort to construct a "community,"-to give the people autonomy, to form their attachment for the place, and to establish a personal relationship, by minimizing the social and racial conflicts in Gary. But the fact was that the educators sought for social order via the public schools, using the word "community" instead of "order." In consequence, the Gary Schools, as community centers, provided the people help and support at the expense of the autonomy of the people. The people in Gary believed that the schools were always on their side. In fact, they were under an illusion.
URI: http://hdl.handle.net/2261/465
ISSN: 04957849


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