2026-03-09T14:44:23Z https://mie-u.repo.nii.ac.jp/oai

oai:mie-u.repo.nii.ac.jp:00003495 2023-11-09T05:27:08Z 143:144:262:271

新教育運動研究の分水嶺としての負の履歴？ : 「決別」と「継承」をめぐる論争を貫くもの 伊藤, 敏子 Toshiko, ITO application/pdf In March 2010, the revelation of a series of sexual abuses turned a critical spotlight on Odenwaldschule, a prestigious reformist school in Germany. Since its founding in April 1910, Odenwaldschule has epitomized the spirit of the German Landerzienhungheim movement, and has been regarded as a leader in German New Education whose educational concepts remain relevant to the present day. As a consequence, the current surge of criticism is directed not only at Odenwaldschule itself but also at the Landerziehungsheim movement and German New Education at large. While many professionals, both theorists and practicioners, continue to support these concepts and advocate their continued use in practice, the leading educational theorist Jürgen Oelkers claims that this stance glorifies New Education and prevents its realistic assessment. He takes the radical line of condemning both the Landerziehungsheim movement and German New Education at large as a source of harmful concepts and recommends a clean break with New Education, especially with its educational concepts in a way of expressing itself. Oelkers, however, does not condemn every practice of New Education. Thus, the two parties to this dispute share the common ground of believing in the necessity of educational ideals and of respect for educational practice. departmental bulletin paper 三重大学教育学部 2013-03-31 VoR application/pdf 三重大学教育学部研究紀要, 自然科学・人文科学・社会科学・教育科学 64 313 324 1880-2419 AA12097333 https://mie-u.repo.nii.ac.jp/record/3495/files/20C16236.pdf http://hdl.handle.net/10076/12345 https://mie-u.repo.nii.ac.jp/records/3495 jpn