The Problems and Possibilities of the Core Curriculum as "Form" in the Early Postwar Period : Revision process of "the Akashi plan"

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  • 戦後初期コア・カリキュラムの「形態」としての問題と可能性 : 「明石プラン」の改訂過程を手がかりに
  • センゴ ショキ コア カリキュラム ノ ケイタイ ト シテノ モンダイ ト カノウセイ アカシ プラン ノ カイテイ カテイ オ テガカリ ニ

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Abstract

I consider the conditions for avoiding the "immobilization" of the curriculum even while pursuing the "form" of a curriculum. Examining the "Akashi plan", a typical example of a Core Curriculum, as case study. I argue that there are four conditions: (1) That the overarching purpose of the curriculum be the cultivation of a holistic "ideal human" (2) That a curriculum sequence be set up which considers the projected "continuous development of the pupil" (3) Centering life activities in the curriculum, in addittion to conducting "practical use" of various elements, to realize such a "whole"/"continuous" curriculum. (4) That the curriculum be continuously revised in light of actual practice. I analysed how the above conditions were realized within and without units ("Tangen") by making a list of study bulletins and a table of units. In addition, about "Kyoiku Saian (a detailed education plan)" concerning two units, I clarified what was actually revised. Ultimately, difficulties arose in planning beforehand the core curriculum's holistic form because the ideal human was derived from individual pupils. "Form" in itself as "a master plan" of the Core Curriculum was dismantled to watch every individual child, to develop multiple units of a group according to their desires. However, this process also entailed an unfortunate tradeoff that led to the further division within subjects and courses.

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