論文 - 岡崎　裕

ヨーロッパにおける人権教育研修 -INSETの事例を通じて

岡崎 裕 (担当区分： 筆頭著者 )

部落解放研究   ( 105 ) 54 - 78   1995年08月  [査読有り]

Tradition of Human Rights Education

岡崎 裕 (担当区分： 筆頭著者 )

CGIE World Studies Journal   10 ( 1 ) 12 - 24   1995年07月  [査読有り]

英国における国際教育の理論―World Studiesの目標・内容・方法

岡崎 裕 (担当区分： 筆頭著者 )

国際理解   26 ( 26 ) 9 - 18   1995年03月  [査読有り]

ワールドスタディーズの成立と展開─イギリスにおける国際教育小史─

岡崎 裕 (担当区分： 筆頭著者 )

国際理解教育   1 ( 1 ) 100 - 117   1995年01月  [査読有り]

ワールドスタディーズと人権教育—World Studies―An Approach to Human Rights Education

岡崎, 裕, 中川, 喜代子 (担当区分： 筆頭著者 )

奈良教育大学紀要. 人文・社会科学 ( 奈良教育大学 )  43 ( 1 ) 135 - 152   1994年11月  [査読有り]

　概要を見る

In Japan "World Studies" has been considered to be a sort of international understanding or multicultural education. The World Studies movement is, however, said to be a school subject or study area as well as an educational philosophy or strategy for the global age. "World Studies" in England became a category independent of the tradition of Person Centred Education at the begining of this century, and developed into a movement of "internationalisation" during the Second World War. In this sense, it may be said that "World Studies" has an origin entirely distinct from the "Global Education" movement in the United States. The perspective of "World Studies" has spatially shifted from the whole world to a person himself, and further to body and mind, while the perspective has changed from past to future in view of time. This means that the fundamental idea of "World Studies" is observed not in object but in philosophy. When the idea is understood as a practical subject, then it should be constructed within that framework. What is a guiding principle for understanding the idea in this case? What do we mean by 'value' in this context? This problem could be solved with the use of the term 'Human Rights'. Therefore, it might be concluded that the fundamental concept of "World Studies" is based upon Human Rights Education. The purpose of the present paper is to point out a proper direction for establishing 'international understanding' in Japan, with removal of misunderstandings of "World Studies". The first chapter traces a historical development of the World Studies movement, especially that of the postwar movement of "World Studies", and the second chapter deals with the basic theory of that movement. The following chapter devotes a brief discussion to the value and guiding principle of "World Studies", and the final chapter makes clear the development of Human Rights Education in the Council of Europe and its relationship with "World Studies.

ワールドスタディーズとその周辺―動物の権利教育が示唆するもの―

岡崎 裕 (担当区分： 筆頭著者 )

開発教育   ( 27 ) 104 - 110   1994年07月  [査読有り]

学習権保障に関する理論と実践―被差別地区児童生徒に見る低学力の法社会学的検討

岡崎 裕 (担当区分： 筆頭著者 )

    1988年03月