Details of a Researcher - Matsuura, Yoshimitsu

Papers - Matsuura, Yoshimitsu

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【図書紹介】「D・ボブ・ゴーウィン著竹内巧・佐野安仁監訳『エデュケイティング』」

松浦良充

『教育哲学研究』 (教育哲学会) 82 ( 82 ) '105-106' - 106 2000.11

Single Work, ISSN 0387-3153

Access to Document (DOI)

「『大学』にとっての教員養成—『大学』像の流動化のなかで—」

MATSUURA YOSHIMITSU

『新制大学半世紀：「大学における教員養成」の再検討』（日本教師教育学会年報） ( 9 ) '39673' 2000.09

Research paper (scientific journal), Single Work, ISSN 1343-7186

「大学」にとっての教員養成--「大学」像の流動化のなかで

HMATSUURA YOSHIMITSU, HR

The Annual Bulletin of the Japanese Society for the Study on Teacher Education (The Japanese Society for the Study on Teacher Education) 9 ( 9 ) 8 - 13 2000.09

ISSN 1343-7186

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【書評】「教育思想史研究は近代教育を再構築できるか—小笠原道雄監修『近代教育思想の展開』・『近代教育の再構築』—」

松浦　良充

『近代教育フォーラム』 (教育思想史学会) 9 '207-210' 2000.09

Single Work

プラグマティズム

松浦良充

『政治学事典』 (弘文堂) '948' 2000.09

Single Work

書評教育思想史研究は近代教育を再構築できるか--小笠原道雄監修『近代教育思想の展開』・『近代教育の再構築』

Matsuura Yoshimitsu

Forum on Modern Education (History of Educational Thought Society) 9 207 - 210 2000.09

ISSN 0919-6560

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外部評価委員報告

有本章, 井下理, 大塚雄作, 松浦良充, 矢野裕俊

京都大学高等教育叢書 (京都大学高等教育教授システム開発センター) ( 9 ) 65 - 81 2000.03

【書評】「伊藤敏雄著『米国近代大学史研究』（風間書房、1999年、501頁）」

松浦良充

『大学論集』 (広島大学大学教育研究センター) 30 '202-203' - 203 2000.03

Single Work, ISSN 0302-0142

第4章アメリカの学士課程カリキュラムと大学組織 : シカゴ大学1999年度カリキュラム改革を事例として (学部教育改革の展開 : 第1部 : 教養教育とカリキュラム改革 : 国際的視点)

松浦良充

RIHE (広島大学) 60 71 - 81 2000.01

「リベラル・エデュケイションと『一般教育』—アメリカ大学・高等教育史の事例から—」

松浦良充

『教育学研究』 (日本教育学会) 66 ( 4 ) '417-426' - 426 1999.12

Single Work, ISSN 0387-3161

Libeal Education and General Education: Implications of the Experience of History of Higher Education in the United States

Matsuura Yoshimitsu

THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH (Japanese Educational Research Association) 66 ( 4 ) 417 - 426 1999.12

ISSN 0387-3161

This paper tries to clarify the concepts of "liberal education" and "general education, " and the relation between them in the history of American higher education so that we can retrieve some suggestions for reconsidering recent controversial issues related to liberal and general education in Japanese colleges and universities. In order to accomplish the purpose of this study, the exploration of the history and current reforms at the College of the University of Chicago has been chosen as a case study. In 1999, the College began to reform its undergraduate curriculum which was last revised in 1984, and there has been a great deal of disagreement over the reform because Chicago's traditional Common Core courses are to be reduced and free electives are to be increased in the new proposed curriculum. In addition, the College had a unique experience related to experimental reforms to its curriculum and organization during Robert Maynard Hutchin's tenure as president and chancellor (1929-1951), though the University of Chicago has been a major research university in the United States from its establishment to present. Those who want to preserve the traditions of liberal education at "Hutchins College" of the University of Chicago have criticized the undergraduate College curricular reforms of 1999. The reforms, however, imply that a new conception of liberal education in a multi-cultural society should be reconstructed as one which includes a common core general education, a specialized and concentrated area of discipline and students' independent study outside the classroom and even their own country. I believe that the University of Chicago reform provides us with a new framework for reference points in reconstructing conceptions of liberal and general education in Japanese higher education. The discussion of this paper will proceed as follows. First, I will point out that Japanese higher education has confused the concepts of liberal education and general education in the United States which were the typical models of the new system of Japanese higher education after World War IF. It has especially been misunderstood that liberal education and specialized undergraduate education are inevitably opposed to each other. This does not coincide with 1: he original concept of liberal education in the United State's. Secondly, I will present the history of the idea of liberal education, in particular the two traditions of "orators" and "philosophers, " according to Bruce A. Kimball. The history of liberal education is a series of debates between the "artes liberates ideal" of orators and "liberal-free idea" of philosophers, and now the construction of an integrated ideal between them is required. Third, I will examine the curricular revision of 1999 and the history of experimental reforms at the College of the University of Chicago. The liberal education at the College consists of a common core general education., specialized concentration and free electives, and the efforts that are made to extend educational activities outside the classroom and campus. It is an endeavor to integrate the "artes liberates ideal" and the "liberal-free id<cal" of liberal education. Finally, I will conclude that Japanese higher education has to reconstruct a new concept of liberal undergraduate education that does not exclude specialized studies and extra-curricular activities.