Research activity information

• May 2019 兵庫県市町村教育委員会連合会, 教育行政功労者表彰, 加西市教育委員会における教育委員長及び教育委員としての活動

  WATANABE TAKANOBU

  2011年2月から2019年1月まで、2期8年にわたり教育委員会の進展充実に努力し、地方教育の振興に貢献した

  Others


• Jun. 2016 The World Education Fellowship Japan Section, 2016年度日本WEF小原賞, 著書『ドイツ自由学校共同体の研究―オーデンヴァルト校の日常生活史―』を初めとするドイツ新教育運動の研究

  WATANABE TAKANOBU

  著書『ドイツ自由学校共同体の研究―オーデンヴァルト校の日常生活史―』を初めとするドイツ新教育運動の研究に関する顕著な業績

  Japan society

• 小学校における通知表開発と評価に関する事例的検討─「資質・能力型通知表」と「教科型通知表」の比較を通して─

  俣野源晃, 田淵知沙, 山口智史, 川地亜弥子, 渡邊隆信

  Sep. 2023, 神戸大学大学院人間発達環境学研究科紀要, 17(1) (1), 11 - 21

  [Refereed]

  Research institution


• 図書紹介 眞壁宏幹著『ヴァイマル文化の芸術と教育━バウハウス・シンボル生成・陶冶』

  渡邊隆信

  Oct. 2021, 日本の教育史学, 64, 158 - 159


• コロナ禍での学校教育活動：2020年度神戸大学附属小学校の記録

  渡邊隆信

  Jun. 2021, 人間教育の探究, (33) (33), 33 - 45, Japanese

  [Refereed]

  Scientific journal


• 「共同体としての学校」の起源と史的展開─ドイツ新教育における「ゲマインシャフト」概念に着目して─

  渡邊隆信

  Dec. 2020, 教育学研究, 87(4) (4), 495 - 507, Japanese

  [Refereed]

  Scientific journal


• 理論－実践問題と教職の専門性－＜教員養成の思想史＞に向けて－

  WATANABE TAKANOBU

  教育思想史の研究者・教育者として、教員養成に対する責任ある関与の仕方とはどのようなものか。この問いに対して、さしあたり<教育思想史の教育>と<教員養成の思想史>が想定できる。本報告では<教員養成の思想史>という観点から、教員養成に対する教育思想史の関与の仕方について考察する。具体的には、20世紀初頭から今日に至るドイツにおける教員養成の思想的展開について、マクロ的な視点から見取り図を描くことを課題とする。その際、ドイツの教員養成を、(1)20世紀初頭からナチス期をはさんで1950年代まで、(2)1960年代から1990年代まで、(3)2000年以降、の3期に区分し、それぞれの時期に「理論-実践問題」と「教職の専門性」についてどのような理解がなされていたのか、その特質を明らかにする。そのうえで、日本の教員養成についていくつかの論点を提示するとともに、<教員養成の思想史>に向けての若干の提言をおこなう。

  教育思想史学会, Oct. 2014, 近代教育フォーラム, 23(23) (23), pp.163 - 176, Japanese

  [Refereed]

  Scientific journal


• 新たな修士レベルの教員養成カリキュラム開発にむけた枠組み－理論と実践の関係性を編み直すために－

  國崎 大恩, 名須川 知子, 渡邊 隆信

  日本教育大学協会, Mar. 2014, 日本教育大学協会研究年報, 32, pp.83 - 93, Japanese

  [Refereed]

  Scientific journal


• 小学校教員養成スタンダードに関する開発的研究－大学卒業時における「教員としての最小限必要な資質能力」の同定と構造化－

  別惣 淳二, 鈴木 篤, 龍輪 飛鳥, WATANABE TAKANOBU, 大関 達也, 藤原 賢二

  兵庫教育大学大学院連合学校教育学研究科, Mar. 2012, 教育実践学論集, (13) (13), pp.25 - 35, Japanese

  [Refereed]

  Scientific journal


• 教育関係論の問題構制

  WATANABE TAKANOBU

  教育哲学会, Sep. 2009, 教育哲学研究, (100(特別記念号)) (100(特別記念号)), pp.174 - 190, Japanese

  [Refereed]

  Scientific journal


• 小学校教員養成スタンダーズに基づく実習到達基準の開発－４年間の教育実習科目における到達基準の体系化を目指して－

  別惣 淳二, WATANABE TAKANOBU, 加藤 久恵, 長澤 憲保, 上西 一郎, 中田 高俊

  日本教育大学協会, Mar. 2009, 日本教育大学協会研究年報, 27, pp.191 - 203, Japanese

  [Refereed]

  Scientific journal


• 「良い」教師－「資質・能力（コンピテンス）のある」教師－教職の専門性に関するドイツならびに国際的な議論について－

  K.ノイマン, WATANABE TAKANOBU

  兵庫教育大学大学院連合学校教育学研究科, Mar. 2009, 教育実践学論集, (10) (10), pp.27 - 37, Japanese

  [Refereed]

  Scientific journal


• 卒業時に求められる教師の実践的指導能力の明確化－小学校教員養成スタンダーズの開発－

  別惣 淳二, WATANABE TAKANOBU, 長澤 憲保, 加藤 久恵, 上西 一郎, 中田 高俊

  日本教育大学協会, Mar. 2007, 日本教育大学協会研究年報, 25, pp.95 - 108, Japanese

  [Refereed]

  Scientific journal


• Reality of New Education 'Movement' : the New Education Fellowship and Erich Weniger

  Watanabe Takanobu

  従来の新教育研究は、新教育の個々の思想家や学校実践を対象としたものがほとんどであった。本論文では「新教育への新しいアプローチの可能性」として、そうした個別的な思想や実践それ自体ではなく、それらが相互に結びつくことによって生じた「運動」に注目することを提案する。具体的には、(1)「新教育」と「新教育運動」とを明確に区別すること、(2)新教育運動をあくまでも歴史的現象として捉え、その生成と展開のリアリティに迫ること、(3)それを可能にするために、材料となる資料の範囲を拡大すること、という3点を提案する。そのうえでこの3つの提案に基づいて、一つの事例研究を試みる。すなわち、新教育運動を推進した代表的な国際的ネットワーク組織である「新教育連盟」を取り上げ、同連盟のドイツ支部とそれに関与したE. ヴェーニガーの思想と行動に焦点をあてながら、実践家や理論家たちが繰り広げた新教育の「運動」の具体像を解明する。

  History of Educational Thought Society, 2005, Forum on Modern Education, 14, 93 - 106, Japanese


• Erich Weniger als Vorsitzender der deutschen Sektion des 'Weltbundes fuer Erneuerung der Erziehung'

  WATANABE TAKANOBU

  Sektion Historische Bildungsforschung der DGfE, Dec. 2004, Jahrbuch fuer Historische Bildungsforschung, 10, pp.217 - 233, German

  [Refereed]

  Scientific journal


• 4 ドイツ新教育運動における「共同体」形成論(教育運動における「共同体」形成論,コロキウムI)

  渡邊 隆信

  教育思想史学会, 2001, 近代教育フォーラム, 10, 201 - 203, Japanese


• Historical Reconstruction of the Landerziehungsheim Movement -Focusing on the Foundation and Activities of "the Association of Free Schools in Germany"-

  WATANABE TAKANOBU

  The objective of this paper is:(1)to trace the process of foundation of"the Association of Free School(Landerziehungsheime and Freie Schulgemeinden)in Germany"and the activities in its early stages, giving attention to consciousness of actors in this Association;and (2)to present, through such tracing, a new interpretation of the Landerziehungssheim movement, an interpretation different from that of the Nohl School. First, I give an outline of the spread of the free schools of Landerziehungsheim until the 1920's and their interrelations. Second, I point out that each school was confronted with the common economic problem of inflation after World War I, which led to the networking of these schools through a yearly conference. Then, I describe the foundation of"the Association of Free Schools in Germany"in the third conference at the Odenwaldschule in October 1924. Third, I consider the congress in May, 1925, named"the Landerziehungsheim", which was held jointly by the Association and the Central Institute(Zentralinstitut fur Erziehung und Unterricht)in Berlin. I then clarify how the network of the free schools of Landerziehungsheim started to function and was widely introduced to the society. Finally, from the above study of the foundation and activities of the Association, I draw a conclusion about the Landerziehungsheim movement in the following two points:(1)As to the formation of the movement;according to the traditional interpretation of the Landerziehungsheim movement by the Nohl School, the"criticism of culture"("Kulturkritik")at the end of the nine-teenth century was regarded as a decisive factor for the movement, with the movement beginning with the founding of a first school of Lietz. However, assuming that self-consciousness of belonging to their own group as"Landerziehungsheim"and a social recognition as such were indispensable to the movement, the fact that those schools were increasing in number until the 1920's is insufficient, if indispensable, as conditions for the movement to come into existence. It was the foundation and activities of the Association that formed the driving force for motivating, developing and substantiating the movement. (2)As to the unification of the movement;Nohl believed that the Landerziehungsheim movement was firmly unified. However, I analyze that, by the foundation of the Association, an ambivalent feeling of togetherness was formed among the free schools. On one hand, in the process of the foundation, the members of the Association came to realize that they formed their own unique group distinguishable from public schools and other private schools. On the other hand, in the situation where they became conscious of each other and made mutual comparisons, they also became aware of differences between themselves, which caused friction. In other words, the foundation of the Association brought two kinds of self-consciousness, namely, unification against outsiders and differentiation within their group.

  日本教育学会, Sep. 2000, the Japanese Journal of Education Research, 67(3) (3), pp.54 - 64, Japanese

  [Refereed]

  Scientific journal


• Grossstadt als Gesellschaft, Schule als Gemeinschaft

  WATANABE TAKANOBU

  教育思想史学会, Sep. 2000, Forum on Modern Education, 9(9) (9), pp.65 - 72, Japanese

  [Refereed]

  Scientific journal


• Die Erziehungspraxis von Paul Geheeb in der Odenwaldschule -Mit Bezugnahme auf die "Schulgemeinde"-

  WATANABE TAKANOBU

  教育史学会, Oct. 1995, Studies in the History of Education, 38(38) (38), pp.269 - 286, Japanese

  [Refereed]

  Scientific journal


• Ueber die Theorie der paedagogischen Verantwortung bei H. Danner --Ihre Eigentuemlichkeiten und heutigen Bedeutungen--

  WATANABE TAKANOBU

  教育哲学会, Nov. 1994, Studies in the Philosophy of Education, 70(70) (70), pp.1 - 13, Japanese

  [Refereed]

  Scientific journal

• 図書紹介「クリストフ・ヴルフ著（今井康雄、高松みどり訳）『教育人間学へのいざない』」

  WATANABE TAKANOBU

  教育史学会, Oct. 2016, 日本の教育史学, 59, pp.192 - 193, Japanese

  Book review


• 書評「今井康雄著『メディア・美・教育』」

  WATANABE TAKANOBU

  日本教育学会, Sep. 2016, 教育学研究, 83(3) (3), pp.40 - 43, Japanese

  Book review


• Considering the Philosophy of Education from the Practical Field of Teacher Education

  渡邊 隆信

  教育哲学会, 2016, 教育哲学研究, (113) (113), 44 - 50, Japanese


• 梅根悟における新教育観の変化－『新教育への道』（1947）と『世界教育史』（1955）の間－

  WATANABE TAKANOBU

  神戸大学教育学会, Jun. 2015, 研究論叢, (21号) (21号), pp.45 - 52, Japanese

  [Refereed]

  Report scientific journal

  Link to Kobe Univ. Repository (Kernel)


• 第4章 小学校教員養成プログラムの特質と展開:兵庫教育大学を事例に (大学教育の組織的実践:小学校教員養成を事例に)

  渡邊 隆信

  広島大学, 31 Mar. 2015, RIHE, 60, 65 - 91, Japanese


• Book Reviews : Yasunari Hayashi, Jun Yamana, Akira Geshi, Keita Furuya, eds., Philosophizing Teacher Training : What Can the Philosophy of Education Do?

  渡邊 隆信

  教育哲学会, 2015, 教育哲学研究, (111) (111), 165 - 171, Japanese


• Umene Satoru and Teaching on History of Education : How to use "History of Education in Europe" now

  渡邊 隆信

  兵庫教育大学, Feb. 2014, 兵庫教育大学研究紀要, 44, 1 - 8, Japanese


• 教員養成スタンダードの開発と運用 : 新任教員に求められる資質能力50項目の策定と構造化 (特集 教員養成の高度化に挑む : 兵庫教育大学の教員養成改革)

  渡邊 隆信

  ジアース教育新社, May 2013, Synapse : 教員を育て磨く専門誌, (21) (21), 12 - 15, Japanese


• ドイツ新教育における学校空間の創造--オーデンヴァルト校を事例として

  渡邊 隆信

  兵庫教育大学, Sep. 2011, 兵庫教育大学研究紀要, 39, 1 - 14, Japanese


• Outcomes and issues of practice teaching subjects from the viewpoint of the attainment benchmark for practice teaching based on Teacher Standards for Elementary School Teacher-Training Program (1) The case of practice teaching 4

  別惣 淳二, 渡邊 隆信, 長澤 憲保, 加藤 久恵, 上西 一郎, 中田 高俊

  兵庫教育大学, Feb. 2009, Hyogo University of Teacher Education journal, 34, 35 - 48, Japanese


• Study on student teachers' outcomes using attainment benchmark for practice teaching based on teacher standards for elementary school teacher training programs (2) The case of practice teaching 3

  別惣 淳二, 渡邊 隆信, 長澤 憲保, 中田 高俊, 加藤 久恵, 上西 一郎

  兵庫教育大学学校教育研究センター, 2009, The Journal of school education, 21, 9 - 21, Japanese


• Umgang mit Schulverweigerung in Deutschland : mit Bezugnahme auf die "Schule des Lebens"

  渡邊 隆信, 石田 千織

  兵庫教育大学, Sep. 2005, Hyogo University of Teacher Education journal, 27, 1 - 14, Japanese


• Geheeb's Idea of "Freie Schulgemeinde"―By Contrast with Wyneken's―

  渡邊隆信

  Mar. 2004, Educational Research Bulletin, (5) (5), 27 - 43

  [Refereed]


• Networking of Free Schools of Landerziehungsheim -Focusing on the Odenwaldschule Conference （1924）-

  渡邊隆信

  Mar. 2001, Educational Research Bulletin, (3) (3), 45 - 68

  [Refereed]


• Ein Versuch der Koedukation zu Beginn des 20. Jahrhunderts in Deutschland -Alltag der Schueler in der Odenwaldschule-

  Watanabe Takanobu

  Hyogo University of Teacher Education, 1998, Hyogo University of Teacher Education Journal, 18, 45 - 57, Japanese


• Praxis der Idee der "Freien Schulgemeinde" in der Odenwaldschule -Fokussiert auf die Beziehung zwischen Schueler und Schler-

  1995, the Bulletin of the Faculty of Education, Hiroshima University, (44) (44), 1 - 8

• 森のような教師─日本とドイツの学窓から─

  渡邊隆信

  Single work, 共和国, Aug. 2023, ISBN: 9784907986742

  General book


• 教育哲学事典

  教育哲学会

  Contributor, 「生活と学校」「教育関係論」「教育改革と教育哲学」, 丸善出版, Jul. 2023, pp.50-51, pp.168-169, pp.562-563, ISBN: 9784621308219

  Dictionary or encycropedia


• 実践につながる教育原理

  國崎大恩, 藤川信夫編

  Contributor, 第3章 子どもはどのような関係のなかで育つのか？─「教育関係」について, 北樹出版, Apr. 2022, pp.38-51

  Textbook


• 教育的関係の解釈学

  WATANABE TAKANOBU

  Contributor, 東信堂, Mar. 2019, Japanese

  Scholarly book


• 教育史研究の最前線Ⅱ

  WATANABE TAKANOBU

  Contributor, 六花出版, May 2018, Japanese

  Scholarly book


• 中学校における「特別の教科 道徳」の実践 （シリーズ「特別の教科 道徳」を考える３）

  渡邉 満, 押谷 由夫, WATANABE TAKANOBU, 小川 哲哉

  Joint editor, 北大路書房, Apr. 2016, Japanese

  General book


• 小学校における「特別の教科 道徳」の実践 （シリーズ「特別の教科 道徳」を考える２）

  渡邉 満, 押谷 由夫, WATANABE TAKANOBU, 小川 哲哉

  Joint editor, 北大路書房, Apr. 2016, Japanese

  General book


• 「特別の教科 道徳」が担うグローバル化時代の道徳教育 （シリーズ「特別の教科 道徳」を考える１）

  渡邉 満, 押谷 由夫, WATANABE TAKANOBU, 小川 哲哉

  Joint editor, 北大路書房, Mar. 2016, Japanese

  Scholarly book


• ドイツ自由学校共同体の研究－オーデンヴァルト校の日常生活史－

  WATANABE TAKANOBU

  Single work, 風間書房, Feb. 2016, Japanese

  Scholarly book


• 教育哲学の課題「教育の知とは何か」－啓蒙・革新・実践－

  WATANABE TAKANOBU

  Contributor, 福村出版, Jun. 2015, Japanese

  Textbook


• 大学教育の組織的実践－小学校教員養成を事例に－

  小方 直幸, 村澤 昌崇, 高旗 浩志, WATANABE TAKANOBU

  Joint work, 広島大学高等教育研究開発センター, Mar. 2015, Japanese

  Scholarly book


• 教員養成と研修の高度化－教師教育モデルカリキュラムの開発に向けて－

  名須川 知子, WATANABE TAKANOBU

  Joint editor, ジアース教育新社, Jun. 2014, Japanese

  Scholarly book


• 教員養成スタンダードに基づく教員の質保証－学生の自己成長を促す全学的学習支援体制の構築－

  別惣 淳二, WATANABE TAKANOBU

  Joint editor, ジアース教育新社, Aug. 2012, Japanese

  Scholarly book


• 教育コミュニケーション論－「関わり」から教育を問い直す

  WATANABE TAKANOBU

  Contributor, 北大路書房, Jul. 2011, Japanese

  Scholarly book


• ドイツ 過去の克服と人間形成

  WATANABE TAKANOBU

  Contributor, 昭和堂, Mar. 2011, Japanese

  Scholarly book


• Goettinger Paedagogik in der zweiten Haelfte des 20. Jahrhunderts; Teil 2

  WATANABE TAKANOBU

  Contributor, Verlag Dr. Kovac, Jan. 2011, German

  Scholarly book


• 日本とドイツの教師教育改革－未来のための教師をどう育てるか－

  WATANABE TAKANOBU

  Contributor, 東信堂, Mar. 2010, Japanese

  Scholarly book


• 教職概論

  WATANABE TAKANOBU

  Contributor, 福村出版, Mar. 2008, Japanese

  Textbook


• Die Reformkonzepte Heinrich Roths--verdraengt oder vergessen?; Zur Rekonstruktion von Realistische Erziehungswisenschaft und Entwicklungspaedagogik

  WATANABE TAKANOBU

  Contributor, Verlag Dr. Kovac, Dec. 2006, German

  Scholarly book


• 教育実践学の構築－モデル論文の分析と理念型の提示を通して－

  WATANABE TAKANOBU

  Contributor, 東京書籍, Sep. 2006, Japanese

  Scholarly book


• Oekonomisierung der Wissenschaft; Forschen, Lehren und Lernen nach den Regeln des >Marktes<

  WATANABE TAKANOBU

  Contributor, Beltz Verlag, Jan. 2003, German

  Scholarly book


• 教育思想事典

  教育思想史学会

  Contributor, 「教育関係」「ゲヘープ」, 勁草書房, May 2000, pp.141-143, pp.249-250

  Dictionary or encycropedia


• 近代教育の再構築

  WATANABE TAKANOBU

  Contributor, 福村出版, Feb. 2000, Japanese

  Scholarly book

• 日本教育学会


• 教育思想史学会


• 教育史学会


• 教育哲学会

• Exploring the development of the representational mind in early childhood: Using the inkblot method

  相澤 直樹, 田中 孝尚, 木下 孝司, 渡邊 隆信

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Kobe University, 01 Apr. 2024 - 31 Mar. 2027


• 新教育運動期における自然保護運動の昂揚と環境教育の起源に関する比較史的研究

  宮本 健市郎, 渡邊 隆信, 山崎 洋子, 山名 淳

  日本学術振興会, 科学研究費助成事業, 基盤研究(C), 関西学院大学, 01 Apr. 2020 - 31 Mar. 2024

  アメリカ、ドイツ、イギリスの19世紀末から20世紀前半にかけての自然保護運動の展開を、4人の担当者がそれぞれたしかめた。アメリカについては、ソーローやエマソンの超絶主義の思想が、自然への畏敬や自然を愛する心情を育てることを含んでいた。その影響を強く受けて、コーネル大学のベイリやコムストックが中心となって、自然学習や初等理科の授業を開発していた。彼らは、自然をよく観察することと同時に、自然への畏敬の念をもつことを重視しており、自然保護の思想と強い関連をもっていた。ところが、1920年代になると、自然学習運動が衰退し、科学教育が普及していった。このとき、自然保護の思想よりも、人間が自然を利用しようとする動きが強まったことが推測される。まだ実証はできていないが、この時期の自然保護運動を、現代の環境教育の直接的起源とみることには無理があり、その後の紆余曲折を解明することが課題になりそうである。 イギリスの自然保護運動も、自然学習論の展開を中心にたどることができる。大都市化や工業化が進んだために、その弊害を自覚していたミドルクラスの人々は、郊外に住宅を求め、園芸書を学んで、自然のとのかかわりを重視するようになっていた。彼らが、環境学習や地域学習を推進したのである。イギリスでは、多様な意図が混在していた自然学習であったが、それが後の環境教育に発展したと思われる。これを確かめることは今後の課題である。 ドイツについては、エコロジー思想の起源を探ったものの、教育とのつながりを示すものを確認することができなかった。しかし、自然と人間が一体化した共同体を形成しようとした教育実践はいくつかあり、それらについて、あらためて検討を進めていく予定である。


• 新教育運動における「国際化」の進展と「郷土」形成論の相克に関する比較史的研究

  渡邊 隆信

  学術研究助成基金助成金／基盤研究(C), Apr. 2017 - Mar. 2020, Principal investigator

  Competitive research funding


• A comparative study on the training of educational administration professionals and training :focusing on systems, curriculums and methods

  HIWATASHI Madoka

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Hyogo University of Teacher Education, 01 Apr. 2016 - 31 Mar. 2019

  This study is based on the training of education administration professionals in Japan and the establishment of a training system, so that the education administration profession in Japan will be based on global standards, major countries (US, UK, Germany, Finland, and China), the system and system for training, the actual conditions of the curriculum and the practice of the teaching method have been clarified, and it has been made the task to obtain knowledge contributing to improvement and reform in Japan. (1) Development of diverse teaching and learning forms and their combinations, (2) formation of cohort awareness by joint education and learning, and (3) financial foundation and support are necessary as suggestions for future education administration professional training programs in Japan It is thought that.


• A comparative, social, historical study on children's play environments in the public school and city planning in the era of the New Education Movement

  MIYAMOTO Kenichiro

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Kwansei Gakuin University, 01 Apr. 2014 - 31 Mar. 2017

  In the late 19th and early 20th centuries, children in large cities were troubled by the lack of playgrounds which they had had before urbanization. Philanthropists, city planners, architects, and educators considered playgrounds and play opportunities essential for the education of children. The Playground Movement started in large cities in industrialized countries. We investigated the appearances of large parks and playgrounds in, or around, New York City, Chicago, London, and Hamburg. Some educators, e.g. Clarence A. Perry, participated in city planning for maintaining playgrounds for children, and strengthened the relation between school and park. Some architects, e.g. F.Schumacher, designed parks for children as well as for citizens. There appeared schools with playgrounds, playground associations, and garden cities around metropolitan cities. Eventually, environments for children's play became significant in schools as well as in city planning of large cities in this era.


• ドイツ自由学校共同体の研究

  渡邊 隆信

  研究成果公開促進費／学術図書, 2015, Principal investigator

  Competitive research funding


• 梅根悟における新教育観の形成と転換－戦後教育の思想史的研究－

  渡邊 隆信

  学術研究助成基金助成金／挑戦的萌芽研究, 2014, Principal investigator

  Competitive research funding


• Historical, comparative study on the skills of teachers with "asylum" in the period of "New Education Movement"

  YAMANA Jun, MIYAMOTO Kenichiro, YAMASAKI Yoko, WATAB|NABE Takanobu

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Kyoto University, 2011 - 2013

  In the period of "New Education Movement", progressive teachers began to recognize the importance of liberating school children from teachers' control and giving them space and time for free activities based on children's "nature". We, historically and comparatively, analyzed the meanings of such space and time, which can be called "asylum"( "Asyl" in Germany), focusing on the skills of teachers for making and using "asylums" in schools in England, Germany and the U.S.A. where "New Education Movement" flourished. In addition, we compared the situation of the Western world with the Japanese one, and showed the prospect for advancing this study. The research report, Historical, Comparative Study on Skills of Teachers with "Asylums" in the Schools during the Period of "New Education Movement", was published in March 2014.


• A Historical and Comparative Study on the Reconstruction of Spaces in the School and Subsequent Changes of Children's Learning in the Era of the New Education Movement

  WATANABE Takanobu, MIYAMOTO Kenichro, YAMASAKI Yoko, YAMANA Jun

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Hyogo University of Teacher Education, 2008 - 2010

  Nowadays, there are several experiments which try to transform children's spaces in the school from standardized, closed setting to more informal and free environment for children. We can find some origins of these experiments in the era of the New Education Movement. We made research on the reformation of school spaces, e.g. school buildings, classrooms, playgrounds, etc. in the U.S.A., England, and Germany in that era. The research has proved that the reformation of spaces in the school provided children with environments and opportunities for creative and co-operative learning.


• Comparative, Historical, and Sociological Study on Method of Time-tabling and Its Innovations in the New Education Moveme

  MIYAMOTO Kenichiro, YAMASAKI Yoko, YAMANA Jun, WATANABE Takanobu

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Kobe Women's University, 2005 - 2007

  This research attempts : 1) to describe history of time-tabling in Japan, the United States of American, the United Kingdom, and Germany, in the New Education movement at the turn of the last century. ; 2)to elucidate characteristics of time-tabling in the New Education movement, focusing on who made time-tables, how children's life and work rhythms were considered, to what degree time-tables were rigid ; 3)to examine what effects time-tabling had on teachers activities and professional abilities, through the analysis of the reasons that various forms of time-tables were introduced into some progressive schools. The first chapter (The History of Timetabling in Modern Japan: From the Early Meiji Period to the Pre-war Showa Period, 1870s-1930s) explains the process of the popularization of rigid timetabling in the Meiji period, and finds some criticisms of the rigid method of timetabling in the Taisho and the early Showa periods when international New Education movement was so influential to Japan. The second chapter (The Transformation of the Method of Daily Scheduling and the Authority of the Teacher in the United States) focuses on the authority of teachers who made timetables. The third chapter (The aspects and futures in the transition of time-tables in the New Education movement in England; toward formation of teachers' autonomy) finds three aspects in the process of the transition of time-tables and their features during the New Education era. The fourth and fifth chapters (The Difficulties with class schedules in German schools from the area of “Reformpaedagogik" shown at the temporal structure of German Landerziehungsheimen founded by Hermann Lietz; The Creation of timetables in Germany) exemplify timetables which were characteristic of the New Education movement in Germany. The sixth and seventh chapters are commentaries on this research.


• A comparative, historical study of "division of teaching profession" and "institutionalization of pedagogy" in the era of the New Education Movement

  YAMASAKI Yoko, MIYAMOTO Ken'Ichiro, YAMANA Jun, WATANABE Takanobu

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Naruto University of Education, 2002 - 2004

  This collaborative study analyzed four phases of teacher education in Germany, the U.S.A. and the U.K. in the era of the international New Education Movement. The first chapter deals with the debate in the Reichsschulkonferenz (national school conference) (1920) on the reform of the teacher education system in the early 20th century Germany, and tries to find some progressive characteristics in the debate. The second chapter aims to describe the relation between the New Education Movement and the teacher education system for Volksschule in the Weimar Period, focusing on the activities of the faculty of Paedagogische Akademie Altona of which the president was Erich Weniger. He was the first president of German section of the New Education Fellowship. The third chapter explicates Carleton Washburne's thought on teacher education and the formation of Graduate Teachers College of Winnetka in the United States. He was one of the leaders of the Progressive Education Association, and the GTCW, whose curriculum was mainly field work and intern teaching experience, was a means of training teachers for progressive schools. The fourth chapter tries to clarify that the activities and the network of New Ideals in Education paved the way for professionalization of teachers whose code of conduct was the "creativity." Some official documents prove that the nation and the teachers formed different ideas on the public and private nature of education in the process of professionalization of teachers. The records of the National School Conference show that German progressive educators were not so concerned about the conference, while some documents on the Paedagogische Akademie Altona prove that not a few progressive teachers worked there. Graduate Teachers College of Winnetka might be considered an antecedent of professional school of teacher education now being discussed in Japan. In England, professionalization of teacher implied that teacher learned to make curriculum which gave children academic disciple as well as creativity.


• A Historical and Comparative Study on the Emergence of "Community" Formation Theory and the Transformation of the Concept of "Class" in the New Education Movement

  YAMASAKI Yoko, HIRANO Masahisa, WATANABE Takanobu, MIYAMOTO Ken'ichi

  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), 1999 - 2001

  This collaborative study aims to analyze the relation between the concept of the class and the theory of community formation in the New Education Movement. Some educational innovators tried to make a new form of community by reforming the class system in the school. Though the search for community was a common ideal in the New Education Movement throughout the world, actual programs of classification of pupils differed in England, Germany, and the United States. The first chapter exemplified the research program on educational practices at Hellerau which was the first city surrounded by agrarian areas in Germany. The research program is supposed to be an example of the case method on the study of Community School. The second chapter showed that "the New Education" in the United States began as a revolt against formalism in order to encourage individualism in the late 19th century, and that it was involved in organizing a community through various activities of pupils in the classroom in the 20th century. The third chapter examined characteristics of the New Education Movement in England, focusing on the new sense of community and individualism, since England, which had modernized its social system earlier than any other country, faced various social problems to be solved. The fourth chapter analyzed the concept of Gemeinschaft at the turn of the 19-20th century in Germany, and proved that the course system of the Odenwaldschule was a means to make the students of the same class organize a Gemeinschaft. The supplementary note reported this our discussions with two great pioneers in the historical study on the New Education Movement.


• ドイツ新教育の理論と実践

  1993

  Competitive research funding


• Theorie und Praxis der Reformpaedagogik

  1993

  Competitive research funding


• 精神科学的教育学の生起と展開

  1989

  Competitive research funding


• Entstehung und Entwicklung der geisteswissenschaftlichen Paedagogik

  1989

  Competitive research funding