@article{oai:mie-u.repo.nii.ac.jp:00003495,
 author = {伊藤, 敏子 and Toshiko, ITO},
 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},
 month = {Mar},
 note = {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.},
 pages = {313--324},
 title = {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},
 volume = {64},
 year = {2013}
}