教育の公共性と政治的公共圏

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タイトル別名
  • The Public Aspect of Education and the Formation of Political Influence in the Public Sphere
  • キョウイク ノ コウキョウセイ ト セイジテキ コウキョウケン

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This paper deals with the problem, "the public aspect of education"in following the lead by the theory of communicational action by J.Habermas. In the past, the question on the public aspect of education was discussed as the problem of a relation between school and a nation, whereby the large point at issue was for the citizens to prevent the public aspect from being monopolized by the government and to prevent the school education from being intervened by the power of the state. However, the situation today is that the diversity of people, who have been categorized as the citizen, comes to the fore and that it shakes the public aspect of education. For example, adjustments are required between demand by various communities for recognition of their identities and the nautrality of public education or between demands for expanded selections under liberal education and the social solidarity by education. Incidentally, Habermas advocates the theory of communicational action and the discourse principle for the purpose of realizing the idea of citizenoriented public sphere under the conditions of the modern society. With the idea of the public sphere in which national power is controlled through the public opinion, the question is worth pursuing in what form this idea of the public sphere can be realized in the field of education. First in this paper, in reference to the possibility of a political influence by communications and opinions in the public sphere as stated by Habermas, I would like to examine it through a comparison between the liberalism and communitarianism(I).Then, I explain the communicational individuality, which takes part in the political influence in the ublic sphere, and the formation of such individuality(II). These analytical steps are intended to show that the public aspect of education should not be grasped as the"characters"of teachable substance such as common good or universally acknowledged human rights, but should rather be grasped as a kind of mechanism by which the process of discussion and praxis is incessantly continued for the purpose of keeping in balance the double nature of the individuality as being public as well as private.

収録刊行物

  • 教育学研究

    教育学研究 67 (3), 281-290, 2000

    一般社団法人 日本教育学会

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