Educational Studies in Japan最新文献_第5页

Democracy and Political Education 民主与政治教育

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.13.1

N. Saito

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Issues in Support for Students in “School as a Team”: Examination of School-Based Teams in the U.K. and Japan “学校作为一个团队”对学生的支持问题:英国和日本校本团队的考察

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.17.45

Nobuhiko Hamamoto

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History and Present of Evening Junior High Schools (Yakan Chugaku) in Postwar Japan: Focusing on Learning to Liberate Marginalized People in Osaka 战后日本夜校的历史与现状:以大阪边缘人的解放学习为中心

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.17.31

Satoshi Eguchi, Sun-jin Lee

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Activity Theory and Collaborative Intervention in Education 活动理论与教育中的协同干预

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.16.165

Yasuhiko Fujie

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A Practical Logic of Socially Just Education in Late Modernity and its Inevitable Dilemmas: Suggestions from Critical Educational Studies 晚现代社会正义教育的实践逻辑及其必然困境——来自批判教育研究的启示

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.17.59

Minoru Sawada

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Educational Dialogue between “East” and “West” in the Global Era 全球化时代“东方”与“西方”的教育对话

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.16.1

Masamichi Ueno

{"title":"Educational Dialogue between “East” and “West” in the Global Era","authors":"Masamichi Ueno","doi":"10.7571/esjkyoiku.16.1","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.1","url":null,"abstract":"This special issue focuses on the question of how to grasp and reconfigure the educational dialogue between “East” and “West” in the age of globalization. Twenty-first century education has accelerated the formation of global academic skills, emphasizing the knowledge-based society and the acquisition of knowledge, skills, and competence that are demanded in globalized settings, as well as the construction of globally standardized curricula and evaluation frameworks, which have promoted innovation in education. While globalization has promoted the standardization of schools, learning, and curricula, it has also led to criticism of the failure to take into account the diversity of education rooted in the differences in culture, history, and traditions of various countries and regions, including the East and the West. In addition, postcolonial issues and interest in the multicultural society have led to active study on ways to question and problematize the old framework of “East” and “West” itself. The educational dialogue between “East” and “West” in the global era is an ongoing issue. One approach to a deeper understanding and study of this topic is to reexamine the ideas, philosophy, and history of education. In the history of education and educational philosophy, how have the “East” and the “West” been understood in terms of problematic constructs, and specifically, how can they be described from the perspective of contrasts, exchanges, and intersections? There is nothing new about the approach of understanding the world through the framework of “East” and “West,” and it is not without its own problems. Elsewhere, it is noteworthy that in today’s globalized world, attention is being drawn to the meaning and richness of Japanese and other Eastern forms of education, which cannot necessarily be understood in their entirety through the framework of Western education alone. East Asia has long seen the exchange of traditional thought and culture, and the sharing of values, including Confucianism, Buddhism, and Taoism. In this context, it is once again important to clarify how East Asian countries have encountered, accepted, and reconstructed Western concepts of freedom, human rights, justice, care, democracy, publicness, and civil society, and what differences in educational and human perspectives underlie these concepts. Another important approach is to rethink dialogue in the dimensions of educational practices and policies. There is a concern that the advance of globalization may, if anything, lead Educational Dialogue between “East” and “West” in the Global Era","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123220028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conflicts and Coincidences between Views of Ability in Educational Practices and Policies: Discourse on Ability in the late 1950s and 1960s in Japan 教育实践与政策中能力观的冲突与契合:20世纪50年代末至60年代日本关于能力的论述

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.16.103

Yuki Katayama

{"title":"Conflicts and Coincidences between Views of Ability in Educational Practices and Policies: Discourse on Ability in the late 1950s and 1960s in Japan","authors":"Yuki Katayama","doi":"10.7571/esjkyoiku.16.103","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.103","url":null,"abstract":"This paper extracts the characteristics of the view of ability in educational practices during the period of rapid growth in Japan, focusing on the influence of these perceptions on the Ministry of Education’s educational policies. The analysis draws on the debate about “vocational aptitude tests” and “observation guidance.” Teachers’ critical perceptions of “vocational aptitude tests” and “observation guidance” depend on their views of desirable ability. The main findings obtained are as follows. Since the 1990s, attention has been focused on non-cognitive ability; a similar view of ability (expansion of the view of ability) can be seen in educational practices in the 1960s. However, this expansion of the view of ability does not only appear in educational practices. According to the analysis of “ability and aptitude, etc.” included in a reference document on observation guidance (presented by MoE, based on the French observation curriculum), an expansion of the view of ability can also be confirmed to be present in educational policy. The view of ability in education al practices may even coincide with that in educational policies.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122936914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Theater Games and Stanislavski's System: A Study on the Origins of Viola Spolin's Theatrical Education 戏剧游戏与斯坦尼斯拉夫斯基体系——斯波林戏剧教育渊源研究

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.17.73

N. Itani

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Education and Social Justice in Japan 日本的教育与社会正义

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.17.139

E. Vickers

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The Private Sphere in Citizenship Education for Deliberative Democracy: The Liberal and Feminist Arguments against Public-Private Dualism 协商民主公民教育中的私人领域:自由主义和女权主义对公私二元论的争论

Educational Studies in Japan Pub Date : 1900-01-01 DOI: 10.7571/esjkyoiku.17.85

Yusuke Hirai

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