地域づくり志向の社会教育における教育的価値 ─「学習・教育の手段化」批判論の基盤設定の必要性─

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  • The Educational Value in Social Education for Community Revitalization: The Necessity of Founding the Base for Critical Theory to "Utilizing Learning and Education as Means"
  • 地域づくり志向の社会教育における教育的価値 : 「学習・教育の手段化」批判論の基盤設定の必要性
  • チイキズクリ シコウ ノ シャカイ キョウイク ニ オケル キョウイクテキ カチ : 「 ガクシュウ ・ キョウイク ノ シュダンカ 」 ヒハンロン ノ キバン セッテイ ノ ヒツヨウセイ

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The purpose of this article is to clarify the educational value in social education for community revitalization, by focusing the necessity of founding the base for critical theory to “utilizing learning and education as means"". This study analyzed the research results of “Creating the Value of Social Education for Community Development” edited by The Japan Society for the Study of Adult and Community Education, particularly the introduction articles written by TAKAHASHI Mitsuru. Then this study clarified the following four points about the above-mentioned issue.1. TAKAHASHI discussed the research subjects for clarifying the concept and value of social education for community development. Then he proposed five points, namely “grasping the double construction (control and reformation) of community development and social education”, “designing the ideal images of new society through criticizing the control policy”, “researching not only formal education and nonformal education but also informal education”, “approaching with evidence base by grasping the reality of facts”, “noticing marginal cases, e.g. minority groups”.2. The biggest characteristic of above-mentioned TAKAHASHI’s proposals is to define the educational value from social standpoint. The final objects of social education that TAKAHASHI discussed are the quality of the relationship of learners and individual significance. TAKAHASHI defined these final objects from social standpoint.3. However in TAKAHASHI’s discussion, the degree of definition of the educational value from individual standpoint is weak. Accordingly, his discussion and proposals have weakness and danger of promoting mind-control for the main current social-group values.4. In the base of above-mentioned discussion context, this study proposed the necessity of founding the following three basic theoretical points for guaranteeing the educational value in social education. The first basic point is to notice the conflict of defining the educational value from social standpoint and individual standpoint. The second basic point is to notice the subjectivity that has immunity power against the mind-control. The third basic point is to notice the internal contradiction of the learner.

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