生涯教育の理念と高等教育における実践 : 関連用語の考察を通して

Along with the advancement of research and the instruction of students, the contribution to the service to community has been strongly demanded to all academics in universities as an essential function of higher education today. For this goal, we must initiate various innovations in system and management of all types of institutions for higher learning. This paper, therefore, attempts to review the historical development of the concept for life-long education, so that we can clearly recognize the responsibility of and to explore the possibility of practices for the metamorphoses of our universities in the present society. The first theoretical formation of the concept of life-long education, education permanente, was prsented by Paul Lengrand to the International Congess for the Promotion of Adult Education held at Paris in 1965. Ever since, the proposal has given a tremendous impact to planning and practice of educational reformation in every country participating in UNESCO and OECD. The French wards meant not only that educational opportunities to be provided for any adult who wishes to study continuously after his schooling, but also that educational systems themselves should be changed by drastic measures in order to meet and guarantee all demands of people in the era of knowledge explosion. The cnncept of adult education thus grew into life-long continuous learning, permanente Weiterbildung or lebenslange Erziehung. Further more, people have begun to realize that those various educational systems in both formal and informal have to be coordinated with other systems of society in order to actualize the ultimate goal of equal opportunity. Therefore, it inevitably becomes life-long integrated education. One phase of the above is expressd in terms of recurrent education, with experiments such as the University Without Walls and other university extentions in U.S.A. or the Open University and other extramural courses in England. Further education, continuing education, Fortbildung, formation continue are almost synonymous in this sense. In summary, a diagram is proposed to schematically represent all those terms corresponding to the concept of life-long integrated education, shogai-kyoiku