Inheritance of Dewey’s philosophy of education in art education at the University of Chicago Laboratory Schools and today’s significance : Critical review of Gina Alicea’s speech

本稿は，学習指導要領の次期改訂に向けて文部科学省から出された方向性を踏まえて，わが国の学校教育におけるこれからの美術教育のあり方を考えるために，シカゴ大学実験学校で行われている21 世紀型学習について検討することを目的とする。検討に際しては，2016 年7 月2 日・5 日に広島大学学習システム促進研究センター（RIDLS）主催で開催された「アメリカの教育改革と学校教育の再設計－シカゴ大学実験学校の21 世紀型学習－」をテーマとした講演会において，ジーナ・アリシア教諭の講演「芸術による体験学習」で紹介された事例を，デューイの教育思想との関連性を踏まえながら分析した。シカゴ大学実験学校の美術教育は，①体験と結びついた美的リテラシーの育成を図る学習の推進，②リフレクションが伴う創造的思考を通して思想・感情の育成を図る学習の推進，③社会との有機的な接続を図る学習の推進，から特徴づけることができ，結論では，教育課程企画特別部会の「論点整理」に示された教育課程の構造的な見直しの柱となる3 つの資質・能力である「個別の知識・技能」，「思考力・判断力・表現力等」，「人間性や学びに向かう力等」との関連において，シカゴ大学実験学校の美術教育の今日的意義を考察した。This paper aims to investigate 21st Century Learning conducted at the University of Chicago Laboratory Schools in order to contemplate the future of art education in Japanese school education based on the direction given by the Ministry of Education, Culture, Sports, Science and Technology for the next revision of the course of study guidelines. This study analyzed a case introduced in Gina Alicia’s lecture “Experiential Learning Through Art” based on its relationship to Dewey’s educational philosophy, speech given at the lecture conference themed “American Educational Reform and Redesign of School Education—21st Century Learning at the University of Chicago Laboratory Schools” hosted by the Research Initiative for Developing Learning Systems (RIDLS) at Hiroshima University on July 2 and 5, 2016. Art education at the University of Chicago Laboratory Schools can be characterized by (1) promotion of learning to cultivate aesthetic literacy linked to experience, (2) promotion of learning to cultivate ideas and emotions through creative thinking with reflection, and (3) promotion of learning to achieve an organic connection with society. In conclusion, this study has examined the contemporary significance of art education at the University of Chicago Laboratory Schools in relationship with the three qualities and abilities “individual knowledge/skills,” “thinking skills, judgment skills, and expression skills,” and “ability to face humanity and learning,” which are the pillars for structural review of educational curriculum indicated in the “discussion points organization” of the Curriculum Planning Special Committee