earticle

영어

I paid my attention about the wish and the relation to the growth of the child of school, homes and local areas, and clarified anything with "Educational Functions of Communities". I considered on this occasion from the point of view what kind of the relations between homes, local areas and schools had in the direction that expanded the educational power of the school because the distortions and the crises of the growth of the child occurred in the school. In other words, I studied something with the distortions and the crises of the growth of the child, and I studied something with the growth of the child. The contemporary characteristic of the proposals of "Educational Functions of Communities" and the action to carry them out in Japan were what was pushed forward for the policy. However, the cooperation of local areas, homes and schools were not only pushed forward for the policy. There were a lot of examples that local areas, homes and schools created organizations of the cooperation voluntarily. In addition, even if it was the system introduced for the policy, there were often really the examples that became the starting point when teachers, children, parents, inhabitants shared it and pushed forward the making of schools.

일본어

学校・家庭・地域の子どもの成長発達への願いと関わりについて着目し、「地域の教育力」とは何かを明らかにした。その際、子どもの育ちの歪みや危機は、学校において具現化していることから、学校の教育力を充実させる方向において、家庭と地域と学校とがどのような関わりをもつのかという観点から考察した。ここでは子どもの育ちの歪みや危機とは何かとともに、子どもの成長発達とは何なのかを問うことになった。　日本における「地域の教育力」の提唱とその充実への取り組みの今日的特徴は、政策的に進められていたことであった。しかし、地域と家庭と学校との連携は政策的に進められていただけではない。学校や家庭や地域が内発的に連携の組織を生み出している事例が少なくなかった。また政策的に導入された制度であっても、実際には教職員、子ども、親、住民らが共同して学校づくりを進める際の起点となっている例も、しばしばみられた。