「地域の教育力」概念における地域づくりと主体的学習の動態性─上原專祿「地域」論研究に基づく再構成─

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  • 「地域の教育力」概念における地域づくりと主体的学習の動態性 : 上原專祿「地域」論研究に基づく再構成
  • 「 チイキ ノ キョウイクリョク 」 ガイネン ニ オケル チイキズクリ ト シュタイテキ ガクシュウ ノ ドウタイセイ : ウエハラセンロク 「 チイキ 」 ロン ケンキュウ ニ モトズク サイコウセイ
  • The dynamics of community-formation and self-motivated learning in "education power of community" concept : reconstruction of "education power of community" concept based on research on uehara senroku's "community" theory

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The purpose of this article is to clarify the connection and dynamics of "community-formation and self-motivated learning" in "education power of community" concept, by discussing UEHARA Senroku's "community" theroy. This study analyzed UEHARA's proposals on "community" and "self-motivated learning". As the results of this analysis, this study clarified the following five points. 1. UEHARA's idea on "education for forming national peoples" was connected with his idea on "community as value concept". He attached importance to the connection of three matters, namely "efforts for political and social problem-solving by adults", "subject-formation of these adults" and "education for children". 2. UEHARA's "community" concept involves the dynamics in tension relation of"individualitydirected intention and society-directed intention". This dynamics is important for grasping "education power of community" concept. This reason is that this dynamics impacts to forming self-motivated learning of not only adults but also children. 3. UEHARA payed attention to two following functions. One function was that "communityformation" promoted "self-motivated learning" of adults and children. Reversely, another function was that "self-motivated learning" of children promoted "community-formation". He imaged the theory strucure that these two functions went back and forth in long-range times. In this theory frame, the fundmental source of "education power of community" is the valuing and tension relation dynamics that motivate this "turn and return" dynamics of these two functions. 4. Therefore UEHARA's logic on "education power of community" makes the effective approach method for discovering educational values in "turn and return" of social standpoint and individual standpoint in educational exercises. The method about the theme that how integrate these two standpoints on education is maximum issue of education essence controversy in Japan. 5. According to above-mentioned discussion, UEHARA's "education power of community" concept is effective for grasping the human development, group development and educational influence power in educational exercises.

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