Kotaro Abe, Ryoji Nagai, Kengo Nishimoto, Shinpei Kuwajima, and Akira Yanagibashi
August, 2015
Abstract
The purpose of this paper (the second part of this research) is to describe the resent conditions of citizenship education and to show a new paradigm of evaluation in citizenship education.
Section 4 will show you a new conception of citizenship education by Gert J. J. Biesta. He calls it “subjectification.” However, Biesta has not talk about the evaluation of it. That is why we inquiry of new paradigm of evaluation, and we would refer to Biesta’s intellectual resources: Jacque Rancière and John Dewey.
In section 5, we will describe citizens as the spectators of schooling from Jacque Rancière’s theory: one of the important members for the assessment of schooling. They are not the consumers of schooling: they not only pay taxes for supporting their schools but also should participate in the assessment of schooling.
At section 6, we will focus on John Dewey. Dewey’s thought on democracy is very fruitful for constructing a new paradigm of evaluation. Democracy is a way of associated living for Dewey. Democracy consists of association and communication. For Dewey, the democratic society always has fallibility: people have a chance to retry something. Therefore, in the democratic education, if children made a mistake it would not mean an evil thing to be eliminated. Rather it is a chance to reconstruct one’s ideas and to retry something.
The evaluation in citizenship education should not be made up with “predetermined correctness.” If we admired Biesta’s conception of citizenship education, we should also admire some mistakes and the chances to retry.
