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Education in Values: What, Why
and For Whom. Esther Joos Esteban. 1990. Sinag-tala.
Explains the rationale for values education.
If you ask a group “What are values?” a wide range of responses will likely
ensue. Many assert that values are “desireable traits”; others maintain
that they are “customs and traditions”, “socially accepted standards” or
“worthwhile goals”; and still others suggest that values are “beliefs”,
“moral principles” or a “code of ethics”.
It is precisely this broad and sometimes contradictory range of answers
that is disturbing. If educators are to make any ground in teaching values,
they themselves must have a uniform understanding of what they are aiming at.
Part I of this book examines the fundamental difference between moral
values and cultural behavioral values. Treatment is given to values needed
for individual maturity and social well-being. Some chapters of this
section attempt to trace absolute values (respect for life, etc.) to “the
Divine Law-giver and the Moral Law”. However, the author refrains from
strictly theological (faith-based) reasoning, appealing only to rational
arguments that most would find logical even in a pluralistic culture (in her
seminars she has frequently had students from various Western and Asian
cultures).
Part II examines why Values Education is a natural right of the child, and
claims that it essentially aims at moral education, preparation for life,
and schooling in "life and reality". An overview of the learning
process, the interplay of the mind, the emotions, the will, etc. is given;
factors that influence the child in this process are dealt with as well −the
family, the school, the culture, etc.
The author teaches graduate courses at the Institute for Development
Education of the University of Asia and the Pacific.
Character Building. A
Guide for Parents and Teachers. David Isaacs 1984. Four Courts
Press.
An educator gives ideas on how to instill virtue in children of different
ages.
The author's academic background is detected in the systematic treatment of
the subject matter, but this is not an ivory-tower discussion. The author
is father to six children, and has held workshops with numerous couples on
child-raising. His practical experience and common sense is what is most
appreciated in the guidance he offers.
The emphasis is on moral habit-forming: Professor Isaacs takes twenty-four
virtues and discusses how the child- at different ages- can be encouraged
to be obedient, industrious, sincere, prudent, generous, optimistic,
sociable, and so on.
David Isaacs studied at Tonbridge School and Selwyn College, Cambridge. He
holds a Ph.D. from the University of Navarre, where he directs the School
of Education.
Character
Building. A Guide for Parents and Teachers 「人格形成：親と教師のための指針」. David
Isaacs著. 1984年. Four Courts Press出版.
教育者による、それぞれの年齢層にあった人間的徳の収得へのすすめ。
著者のアカデミックな背景が、体系的な課題の扱い方に著しく現れていますが、「象牙の塔」的な現実離れした論議ではありません。著者は6人の子供の親であり、夫婦を対象にした子育てセミナーを数多く実施してきました。実践的かつ良識に富む経験をまず評価すべきでしょう。
健全な道徳習性教育を核として、２４の徳を中心に子供の成長に合わせた徳の修得が紹介されます：素直、勤勉、誠実さ、慎重、寛大、楽観、社交性など。
David Isaacs氏：イギリスCambridge大Tonbridge校及びSelwyn校研究員を経て、スペイン・ナバラ大学博士号修得；現同大学教育学部学部長。
Educating Children Today.
Various. 1976. Sinag-tala pp.
A collection of articles from four authors with suggestions for raising
children well.
These twelve articles first appeared in the Spanish publication La
Actualidad Espanola. They cover various topics (the role of the family;
religious education; adolescence; the importance of friendship and
communication; the use of free time; study; etc. ) and are full of
practical suggestions.
Teenagers and Their
Problems. Gerardo Castillo. 1986. Four Courts Press 130 pp.
Discusses the importance and meaning of adolescence in the maturation
process, with a view to helping parents carry out their role.
The author of several books on education and child-rearing now turns his
attention to the teens. As he says in his introduction, his "main
purpose in writing this book is to help parents achieve one particular
objective which must be of prime concern to them, namely to get to know
their teenage children."
Giving appropriate help involves understanding the peculiarities of this
age group and the particular strengths and weaknesses of the individual
concerned. Based on this the parents can work out short-term and long-term
goals.
Common problems and difficult situations are discussed, and successful
forms of guidance.
High Schools on a Human Scale: How Small Schools Can Transform
American Education. Thomas
Toch. 2003. Beacon Press.
Discusses the advantages of small schools by describing life in
four such institutions from the inside.
High Schools on a Human Scale is an easy-to-read
book, more anecdotal than analytic.
The author visited four rather different schools and interviewed
both students and teachers.
This journalistic approach may turn out to be particularly
appropriate for the subject matter, as one of the main points Thomas Toch
makes is precisely that small schools have a more personal style.
“Small schools encourage stronger bonds between
students and teachers and generate a level of genuine caring and mutual
support between them that’s found far less frequently in [large]
high schools… Students and teachers, as a result, tend to
work harder on each other’s behalf,” says
Toch. The reduced size makes
it easier to get unity of purpose and a shared vision.
As the school establishment shows itself more and more resistant to
change, the smaller, less bureaucratic style of education is becoming a
fast-growing reform movement.
Bill and Melinda Gates, for instance, have set up a foundation for
promoting such schools, spending over $40 million dollars in just a few years.
This book also discusses some of the
problems these schools face and how they are dealt with. The claim is made that they have
much lower dropout rates and much higher attendance records. On an intuitive level, these claims
do not seem surprising, though not much statistical analysis is given to
support them.
Thomas Toch worked for many years as an education journalist for
Education Week and U.S. News and World Report. He is currently writer-in residence at the National
Center on Education and the Economy in Washington, D.C.
「人間の背丈にあった高校：少人数学校がアメリカの教育を変える」High Schools on a Human Scale: How Small Schools Can Transform
American Education.
Thomas Toch著、2003年、 Beacon Press.
この本では、少人数学校の利点を、四つの学校内部の生活を描写することによって、扱っている。
「人間の背丈にあった高校」は読みやすい本であり、調査結果を分析したものというよりは、エピソードが満載された本である。
著者は、四校を訪問し、生徒と教師の両方にインタビューを行った。このジャーナリスト的なアプローチが、問題の主題に対して特に適切であることがわかるかもしれない。ちょうど、少人数学校がより個人のスタイルにあっている、と
著者が的確に主張している、メインテーマの一つのように。
「少人数学校は、生徒と教師の絆を強めます。結果として、生徒と教師は、お互いのためにもっと働くようになる」と著者は書いている。サイズを小さくすることは、目的を一つにし、ビジョンを共有することを容易にする。
既存の学校が変化することに対して抵抗を強めるにつれて、より小さな、官僚的でない教育スタイルが、改革運動として急成長している。たとえば、Bill and Melinda Gatesは、数年間で4千万ドル以上の費用がかかる、少人数学校を促進するための財団を設立した。
この本は、小規模学校が直面する諸問題とその対処法も扱っている。小規模学校は、中退率が低く、出席率が高い、と言われている。Tochは、この説を支持する統計をそれほど多く紹介しませんが、直観的なレベルでは、これらの主張は驚くことではない。
Thomas Tochは“Education Week”、“U.S.
News”、“World Report”の教育ジャーナリストとして何年間も働いてきた。最近では、ワシントンD・Cにある国立教育・経済センターの作家として働いている。
Same, Different, Equal.
Rethinking Single-Sex Schooling. Rosemary C. Salomone. 2003.
Yale University Press. 304pp.
A readable and objective analysis of the educational and legal issues
surrounding single-sex education in the U.S.
Although coeducation has been the norm within private and public schools in
the U.S. since the 1970’s, single-sex education has staged a comeback in
recent years as a means of addressing the academic and social problems
faced by some students. In co-ed schools, some are now arguing, students
are more easily distracted and can be too embarrassed to play an active
part in the lesson. Others add that since the two genders develop
differently and have different interests, single-sex schools can better
meet the students’ needs and keep them motivated, adding to their
self-confidence.
In this timely book, Rosemary Salomone offers a reasoned educational and
legal argument supporting single-sex schools as an alternative to
coeducation. She examines the history of women’s education and exclusion,
the philosophical and psychological theories of sameness and difference,
findings on educational achievement and performance, the research evidence
on single-sex schooling, and the legal questions that have arisen.
Correcting many of the misconceptions about single-sex education, she
argues that it is a viable option and that the road to gender equality
should be paved with diverse educational opportunities for all students.
Rosemary Salomone, professor of law at St. John’s University School of Law,
was on the faculty of the Graduate School of Education at Harvard
University before joining the St. John’s faculty and has also served on the
Board of Trustees of the State University of New York.
Same, Different, Equal. Rethinking
Single-Sex Schooling「同じ、異なる、均等：男女別教育の再検討」. Rosemary C. Salomone著. 2003年. Yale University Press出版. 304pp.（全３０４頁）
アメリカ合衆国における男女別教育の教育的及び法的課題を客観的かつ分かり易く分析する。
男女共学がアメリカの公立・私立学校で一般的であるけれども、１970年以降男女別学が近年学問的・社会的問題を処理するために再び脚光を浴びてきた。共学の学校では、生徒達は簡単に気を散らすし、授業に積極的に参加することに当惑を覚えたりすると主張する人もいる。男女は成長過程が異なり、違う関心をもっているので、男女別学の学校のほうが生徒達の自信を増すうえに、生徒の需要に合い、また生徒達のやる気も起こるとまたある人は付け加えている。
この時宜に適った本の中で、Rosemary C. Salomoneは男女別学の学校を男女共学の別の選択肢であると支持している理に適った教育的・法律的議論について扱われている。著者は女性の教育と排除の歴史を吟味し、同質と異質との哲学的心理学的理論を調べた。また教育の成績と成果について調査し、別学のスクーリングの調査結果を探り、そして別学に伴う法的問題について吟味した。別学についての多くの誤解を正しながら、別学は知性・想像力に訴えるオプションであり、男女間の平等は全ての学生に多種多様な教育機会が整えられることであると著者は主張している。
Rosemary C. Salomoneは、Saint John大学の法学部に所属する法学教授である。当大学に所属する前はハーバード大学の教育学部大学院におり、またニューク州立大学の評議委員を務めていた。
Kingdom of Children:
Culture and controversy in the homeschooling movement. Mitchell L.
Stevens. 2002 Princeton University Press. 238 pp
A study of what motivates families that decide to educate their children at
home instead of entrusting them to the school system.
Over a million American children are now “home-schooled.” Mitchell Stevens
finds many reasons. One type of mentality is exemplified by John Holt, Ivan
Illich and other radical critics who want to “end the ugly business of
people-shaping and let people shape themselves.” Such “unschooled”
children, it is thought, will find their own way, unconstrained by adults’
ideas of how knowledge and skills should be organized.
Much more common these days, however, are more "conservative"
families who have higher standards than the schools offer, or who
disapprove of the values they impart. Many of these families also
appreciate the chance to be thoroughly involved with their children's
education.
The experience, as such, is no doubt inapplicable to many other countries.
However, the book offers interesting considerations on more general issues
affecting education, e.g., parental involvement (and not just at school
festivals), responsibility for values education, diversity, etc.
In Defense of Religious
Schools and Colleges. Elmer John Thiessen. 2002. McGill-Queens
University Press. 396 pp.
A careful examination of the contribution provided by religious schools,
with empirical responses to their critics.
Other authors have already documented the academic standards of religious
schools, or their cost efficiency as compared to state-run schools. In this
work Thiessen looks at more ideological concerns, especially whether
religious schools provide adequate training in freedom, tolerance and
respect for people from different backgrounds. The conclusion is that, with
a consistency not often found in educational research, pupils in religious
schools and their graduates are more tolerant of racial and religious
differences than those educated in more "neutral" public schools.
Along with his data he offers interesting reflections on why that may occur
In Defense of Religious Schools and Colleges「ミッション系教育機関の弁護」. Elmer John Thiessen著.
2002年. McGill-Queens University Press出版. 396 pp.（全３９６頁）
ミッション系教育機関の貢献の細密調査：実績を基に反論する。
すでに宗教学校の学術的水準や国立学校との経費効率の違いを論じている本が出ている。この本では、思想面での関心、特に宗教学校が自由、寛容、他者への尊敬という面で異なる思想背景を持つ人に対して適切な訓練を施しているかどうかということにThiessenは主な関心を向けている。普通教育研究では見受けられない一貫性を持って、宗教学校の生徒とその卒業生は人種と宗教の違いについて、より「中立な」公立学校の生徒よりも寛容であるという結論が出されている。著者のデータに沿って、著者はなぜこのようなことが起こるのかについて興味深い考察を行っている。
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