Philosophical Assumptions in Instructional/Learning Theory: A Paradigmatic Viewpoint

教育をとりまく状況が大きく変化する中で,客観主義と構成主義の教授・学習理論についての議論が活発になってきた.本論文では,いくつかのパラダイム論について考察を加え,それぞれの教授・学習理論が構築された前提の違いを概略する.客観主義パラダイムでは,科学的な方法を用い「唯一の真理」を求めることにより,時間や状況に依存しない普遍的な法則を発見する事をめざしている.一方,構成主義パラダイムでは,真理はそれぞれの人の中で構成されるため多様なものと見なしている.二つのパラダイムの教授・学習理論は,それぞれの哲学的前提が大きく異なるため,互いに相いれない部分を持っている.パラダイムの視点は,これまで暗黙の前提だったものに光を当て,理論的な考え方の違いを明確にすることができる. The debate between objectivism and constructivism has been growing apace with the changes presently coming about in the educational environment. In this article, the author reviews several paradigmatic theories and explains how instructional/learning theories have been developed under different paradigms. In the objective paradigm, it is assumed that goal is to seek the "absolute truth" through scientific methods and researchers try to develop grand time- and context-independent theories. On the other hand, under the constructive paradigm, each individual constructs his or her own reality, in other words. Therefore there are really multiple realities. Objectivist methods, which regard all knowledge as objective and independent of human cognition and which involves the manipulation of symbols, are quite different from constructivist methods. Since these two paradigms have complete different sets of basic assumptions, their related instructional/learning theories are also quite different. A paradigmatic viewpoint can make tacit assumptions more visible as well as can clearly point out problematic situaions.資