@article{oai:mie-u.repo.nii.ac.jp:00015486,
 author = {伊藤, 敏子 and Ito, Toshiko},
 issue = {2},
 journal = {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・教育実践, Bulletin of the Faculty of Education, Mie University. Natural Science, Humanities, Social Science, Education, Educational Practice},
 month = {Mar},
 note = {application/pdf, This paper examines the ideal of “openness toward society” as promoted by the Japanese Curriculum Guidelines of 2018, placing it in the context of experiential education and collective memory. According to the Guidelines, “openness toward society” is a key educational outcome that extends across the local, the national, and the global. The same outcome has been pursued in experiential education, which originated in the interwar years with the German educator Kurt Hahn. As discussed by the contemporaries, “openness toward society” depends on an experiential basis provided by memory shared with others. In the interwar years, the French sociologist Maurice Halbwachs accordingly characterized memory as “a collective function” (Halbwachs 1925). In our contemporary theory, Jan Assmann and Aleida Assmann adapted the concept of collective memory for their modified concept of cultural memory, which is “based on different media at the disposal of a larger group, thus enhancing the collective knowledge of its members about their past, their way of life, their values, important referents and common orientations” (Assmann, A. 2011). The paper draws on experiential education to elucidate memory shared among high school students as a factor activating the attitude of “openness toward society”. Against this backdrop, the paper discusses the experience-related and collective-memory-oriented suggestions contained in the authorized textbooks of the new mandatory subject “public (kokyo)”, which were introduced to Japan’s high schools under the new Curriculum Guidelines in April 2022.},
 pages = {109--120},
 title = {集合的記憶から読み解く「社会への開かれ」―体験教育学と「公共」の周辺―},
 volume = {74},
 year = {2023},
 yomi = {イトウ, トシコ}
}