ジョン・デューイの教育論

以下の英文は、ジョン・デューイの英語版Wikipediaにおける、彼の教育に対する考え方について述べた部分を抜粋したものである。彼の教育に対する考え方（パースペクティブ）がどのようなものであるか、説明せよ。
※ヒントとなる箇所を太文字にした。
※大学は教育機関であり、大学入試で問われる可能性があるので、学習しておくと良いかもしれない。

Dewey's educational theories were presented in My Pedagogic Creed (1897), The Primary-Education Fetich (1898), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916), Schools of To-morrow (1915) with Evelyn Dewey, and Experience and Education (1938). Several themes recur throughout these writings. Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.

The ideas of democracy and social reform are continually discussed in Dewey's writings on education. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one's full potential and the ability to use those skills for the greater good. He notes that "to prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities" (My Pedagogic Creed, Dewey, 1897).

In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. He notes that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction".

In addition to his ideas regarding what education is and what effect it should have on society, Dewey also had specific notions regarding how education should take place within the classroom. In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened" (1902, p. 13). He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge.

At the same time, Dewey was alarmed by many of the "child-centered" excesses of educational-school pedagogues who claimed to be his followers, and he argued that too much reliance on the child could be equally detrimental to the learning process. In this second school of thought, "we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning" (Dewey, 1902, pp. 13–14). According to Dewey, the potential flaw in this line of thinking is that it minimizes the importance of the content as well as the role of the teacher.

In order to rectify this dilemma, Dewey advocated an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student. He notes that "the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction" (Dewey, 1902, p. 16).

It is through this reasoning that Dewey became one of the most famous proponents of hands-on learning or experiential education, which is related to, but not synonymous with experiential learning. He argued that "if knowledge comes from the impressions made upon us by natural objects, it is impossible to procure knowledge without the use of objects which impress the mind" (Dewey, 1916/2009, pp. 217–18). Dewey's ideas went on to influence many other influential experiential models and advocates. Problem-Based Learning (PBL), for example, a method used widely in education today, incorporates Dewey's ideas pertaining to learning through active inquiry.

Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. Throughout the history of American schooling, education's purpose has been to train students for work by providing the student with a limited set of skills and information to do a particular job. The works of John Dewey provide the most prolific examples of how this limited vocational view of education has been applied to both the K–12 public education system and to the teacher training schools that attempted to quickly produce proficient and practical teachers with a limited set of instructional and discipline-specific skills needed to meet the needs of the employer and demands of the workforce.

In The School and Society (Dewey, 1899) and Democracy of Education (Dewey, 1916), Dewey claims that rather than preparing citizens for ethical participation in society, schools cultivate passive pupils via insistence upon mastery of facts and disciplining of bodies. Rather than preparing students to be reflective, autonomous and ethical beings capable of arriving at social truths through critical and intersubjective discourse, schools prepare students for docile compliance with authoritarian work and political structures, discourage the pursuit of individual and communal inquiry, and perceive higher learning as a monopoly of the institution of education (Dewey, 1899; 1916).

For Dewey and his philosophical followers, education stifles individual autonomy when learners are taught that knowledge is transmitted in one direction, from the expert to the learner. Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. For Dewey, "The thing needful is improvement of education, not simply by turning out teachers who can do better the things that are not necessary to do, but rather by changing the conception of what constitutes education" (Dewey, 1904, p. 18).

Dewey's qualifications for teaching—a natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with others—are not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). Turning to Dewey's essays and public addresses regarding the teaching profession, followed by his analysis of the teacher as a person and a professional, as well as his beliefs regarding the responsibilities of teacher education programs to cultivate the attributes addressed, teacher educators can begin to reimagine the successful classroom teacher Dewey envisioned.

単語：

1. Pedagogic: 教育の、教育に関する。"Pedagogic Creed" は「教育信条」と訳される、教育に関する基本的な信念や理念を述べた文書です。

2. Fetich: 物の崇拝、偶像崇拝。"The Primary-Education Fetich" は「初等教育の偶像崇拝」と訳され、初等教育に対する異常な崇拝や過信を指します。

解答：
ジョン・デューイの教育に対するパースペクティブは、教育と学習を社会的かつ対話的なプロセスと捉え、学校を社会改革の場と位置づけています。彼は、学生がカリキュラムを体験し、相互作用する環境で最も育つと信じており、全ての学生が自らの学びに積極的に参加すべきだと考えています。また、民主主義と社会改革の概念を教育に持ち込み、教育の目的は単なるスキルの習得ではなく、個々の能力を最大限に引き出し、それを社会の利益のために活用することだと主張しています。彼は教育と社会変革の関連性を強調し、教育が社会意識への参加を促進し、個々の活動を社会意識に基づいて調整することが、社会再構築の鍵だと述べています。

さらに、デューイは教育の中での教育方法についても重要な考えを持っています。彼は、カリキュラム中心の教育法と子供中心の教育法の両方について議論し、教育が最も効果的であると信じるのは、情報を生徒が以前の経験と関連付けることができるようにすることだと主張しています。また、彼は教育が知識の伝達だけでなく、生徒の興味や経験を考慮に入れたバランスの取れたアプローチで行われるべきだと主張しています。

デューイのアプローチは、体験的な学びや問題解決型学習などの教育モデルに大きな影響を与えました。彼はまた、教師の役割も変革されるべきだと主張し、教育は単なる職業訓練ではなく、個々の自治権を重視し、対話的なプロセスとして捉えるべきだと考えています。