<Individual Papers>A Study of a Theoretical Framework toward a Structural Understanding of Educational Systems : A Possibility and Significance of Analyzing Educational Systems with "Comparative Institutional Analysis"
This paper discusses the application of Comparative Institutional Analysis (CIA) as a methodological framework to educational systems. CIA is one of the theories of institutional economics, and this article studies Masahiko AOKI’s concept (Aoki, Toward a Comparative Institutional Analysis, 2001): (1) the definition of institutions, (2) institutional linkage (institutionalized linkage and institutional complementarity), and (3) the mechanism of institutional evolution/change. CIA defines institution as “a self-sustaining system of shared beliefs about how the game is played” (Aoki 2001) based on the theory of games. Owing to this definition, we can argue the synchronic and diachronic problem about institutions including customs. This concludes that using CIA to analyze educational systems is meaningful because CIA would enable us to clarify the (mainly economic) mechanisms of educational systems structurally and analytically, not based on the market mechanism, which standard economics typically adopts, and would also bring us the realistic knowledge to help reform educational systems. In particular, since Aoki’s study has the theory of post-war Japanese economic system, we could understand Japanese educational system in more detail according to his theory.
雑誌名
東京大学大学院教育学研究科教育行政学論叢 = The journal of Educational Administration Graduate School of Education, the University of Tokyo
巻
36
ページ
13 - 37
発行年
2016-10-31
ISSN
13421980
書誌レコードID
AA1220520X
出版者
東京大学大学院教育学研究科学校開発政策コース
出版者別名
Department of School Improvement and Educational Policy Studies, Graduate School of Education The University of Tokyo
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<個人論文>教育制度体系の構造的理解に向けた理論枠組みの検討 : 「比較制度分析」による教育制度の分析可能性と意義
eac036002.pdf
(1.47MB)
