栗原 崚

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本稿は、開放制と対置するものとして理解されてきた目的養成の言説の再考を目的とする。目的養成は、教員の需給調整という計画養成として理解されてきたが、それは開放制による大学の養成教育への「消極的思惟」による帰結であった。教育刷新委員会における務台理作による大学と教員養成の整合性と刷新性についての問題提起は、大学が教員養成とその目的をどのように受け取るのか、という重要な課題を呼び起こすものであったが、今日までその根源的な問いが議論されることはなかった。教師教育における大学の自律性と主体性が危ぶまれるなか、大学が回避してきた養成教育への目的意識を自らの教育と研究の責務のなかに定位する道を提示し、目的養成の新たな位相を明らかにする。 This paper reconsiders the discourse of objective training, which has typically been considered as being in opposition to open systems. Objective training has been understood as a form of planned training implemented with the objective of adjusting the supply and demand of teachers, while in fact is the consequence of a negative attitude toward open systems of training education in universities. Risaku Mutai of the Education Reform Committee raises the issue of how to maintain consistency alongside renewal at universities and within teacher training. This in turn raises the important issue of how universities engage with teacher training and its objectives; however, thus far, there has been no discussion of this fundamental question. In the context of the independence and autonomy of universities in teacher training being jeopardized, this paper proposes a way of locating an awareness of goals within teacher training, which universities have thus far avoided in their own teaching and research responsibilities, thereby revealing a new phase in objective training.