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キョウイクシャ アリス・チッパマン・デューイ : シカゴ ダイガク ジッケン ガッコウ ノ カゲ ノ シソウ ト コウドウ
No full textAlice Chipman Dewey (1858-1927) has been mostly known as a wife of John Dewey, and in his biographies she was most likely to be mentioned as the closest supporter and/or appreciator of her husband. In spite of such a stereo-typed image of Alice Dewey, there recently appears new evidence that regards her as a peculiar type of feminist, who was to be a full time housewife as well as a social activist engaging in betterment of women’s rights. Alice Dewey belonged to the first generation of college-educated women in the late 19th century America, but unlike some other highly educated femin sts of her generation (such as Jane Adams, with whom John Dewey had the intimate relationships in Chicago), she did not pursue a professional career. She gave birth to children, devoted herself to their rearing and education, while she engaged in various social activities as a wife of the University philosopher and educationist. She accompanied her husband in his wide-range intellectual life so as to make her own gifts effective and to attain her ambitions. On the surface, such an existence of her might seem to be a passive attitude toward the male-dominated society. At that time, however, for some college-educated young ladies like Alice, it was simply the emancipation from traditional family patriarchy to fall in with an ideal equal partner and compose a new family cooperatively with him. In this paper, I try to focus on the essential role that Alice Dewey played with the University of Chicago Laboratory School, and to clarify the kinship of her ideas about family life to the educational ideals of the Lab School. It was generally admitted that Alice was a co-founder of the Lab School with John Dewey, which would had not been there without her endeavors. Nonetheless, there was much more positive elements that connected her with the Lab School. Firstly, the Lab School was originally envisioned by Alice (and also by John Dewey) to continue and enlarge their home education. They had had three children in Ann Arbor, Michigan, and had experimentally tried to bring up their children in the unprecedented manner of anti-Puritanism. They considered it undesirable to send their children to an ordinary kind of public school, which would possibly have injured the distinctiveness of their children. Secondly, Alice conceived that the stable foundation of democracy should be secured through the education of responsible citizens. In her paper on compulsory education, she insisted that the public school ought to be organized as the ideal home run by ideal parents, especially for the sake of those children who were growing up within unsound home environments and went directly into cruel life of labor. In this context, she desired that the education pursued in the Lab School should aim to be helpful for not only her own children, but also all the children within society
Developmental study of teacher’s question technigues for fostering children’s ability of establishing a moral view point (II). Developing teacher’s questions for cultivating children’s ability to think on utilitarianism and deontology in moral lesson
No full text本研究では，道徳の授業で扱う道徳的価値に迫るために最もふさわしい教師発問を開発する目的で実施された。本研究で扱った道徳的価値は「勤勉・努力・忍耐」であり，この価値に迫るための論理として，倫理学における功利主義と義務論を導入した。現状の道徳の授業は主として功利主義の論理で進められている。そのため本研究は，義務論の論理からの教師発問を開発し，この教師発問で，小学校3，4年の複式学級で検証授業を実施した。その結果，義務論を導入した授業は十分可能であること，一方で，義務論にもとづく教師発問に対して，児童は功利主義に基づく回答が目立つことが明らかになった
The Awareness of Junior High School Students to Disaster and Disaster Prevention.
No full text鹿児島県は、台風などの自然災害に加え、県内に11の活火山が分布しているため、火山災害による被害を受ける可能性も高い。このような地理的な特性を踏まえ、今後、災害への被害を軽減するためには、住民の災害や防災に対する意識の向上が必要不可欠となる。そこで、本研究は、住民の防災意識向上のための前段階として、中学生の災害や防災に対する意識についての実態を把握することを目的としている。研究方法は、アンケート調査（調査時期2013年、回収数456票）である。結果は、以下のように要約される。1）災害および防災に対しては、災害への不安感を持っている者は全体の約4割であるのに対し、防災に対して意識が高いと回答した者は2割程度であった。災害や防災について興味、関心を持っている者は全体の約5割であるのに対し、日頃から災害時の行動を考えている者は約2割であった。2）家庭での防災対策については、家族の人と災害や防災について会話したり、災害時の避難方法や連絡の取り方を話し合ったりしている者が約3割、自身の家族が地震や災害に対して防災対策や備蓄などの行動に移していると捉えている者は全体の1割程度であった。3）学校での防災教育については、学校で防災教育や避難訓練を行うことについて必要性を感じている者が約9割、学校における避難訓練や防災学習について興味を持てた者が約8 割であった。4）地域の取り組みについては、地域で行われている防災の活動について参加している者は1割未満、鹿児島県や市の防災の取組みについて知っている者は1割程度であった
