主体的学習の環境条件としての「地域」概念--実践分析のためのモデル設計

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  • 主体的学習の環境条件としての「地域」概念 ─ 実践分析のためのモデル設計─
  • シュタイテキ ガクシュウ ノ カンキョウ ジョウケン ト シテ ノ チイキ ガイネン ジッセン ブンセキ ノ タメ ノ モデル セッケイ
  • The“Community”Concept as the Condition for the Self-motivated Learning：A Design of“Community”Model for Analyzing Learning and Education Practices

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Abstract

The purpose of this article is to design the "community" model which is effective to verifing the significance of "community" concept for self-motivated learning. This study attempts to design the "community" model on the base of clarifing the characteristics of "community" concept which is proposed by UEHARA-Senroku（1899-1975）. On the same work, this study compares UEHARA' s concept with OHTSUKA-Hisao' s "community" concept and R.M.MacIver' s "community" concept. The above mentioned model is the theory device for verifing the hypothesis that the Japanese "community" concept, not the European one is effective to self-motivated learning in Japanese fields. This study clarifies the following four factors of Japanese "community" model. 1. The existence and re-production of spontaneous energy which is produced by the nature community fields. 2. Independence-oriented postures from "center area" in economical, political and cultural dimension. 3. The complex structure（without centered area）of life-production fields : the mandala outlook on the world. 4. The tension dynamics between individual-oriented power and group-oriented power. These four factors are linked with checking‘ modenity' relatively.

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