Research on "Didaktik meets Curriculum" Project: Focus on the Relation between Curriculum Studies and Didaktik

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  • ICHIKAWA, Kazuya
    日本学術振興会特別研究員・教育方法学・発達科学コース博士後期課程2回生

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  • 「教授学、カリキュラムに出会う」プロジェクトの到達点 --アメリカのカリキュラム研究とドイツ教授学の結節点をめぐって--
  • 「 キョウジュガク 、 カリキュラム ニ デアウ 」 プロジェクト ノ トウタツテン : アメリカ ノ カリキュラム ケンキュウ ト ドイツ キョウジュガク ノ ケッセツテン オ メグッテ

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This paper clarifies the relation between curriculum studies and Didaktik studies by the "Didaktik meets Curriculum" project performed between Europe and USA in the 1990s. This paper focuses on how Didaktik and curriculum studies were combined and accepted in Europe and USA through this project. In USA, the science of education traditionally neglected practice in the classroom since the 19th century. To solve this problem, researchers from English-speaking countries focused on autonomy of teachers in the Didaktik tradition and accepted an interpretive approach of Didaktik that pays attention to the practical roles of teachers in educational research. Some researchers from English-speaking countries accepted Wolgang Klafki's Didaktik analysis that was widespread in German-speaking countries. On the other hand, in the German-speaking countries, PISA-Shock limited teacher's autonomy by educational standards, and Rudolf Künzli attempted to solve current educational problems by accepting Joseph J. Schwab's concept of "The Practical." This paper clarifies that each researcher accepted solutions to the problems found in curriculum studies or Didaktik.

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