日本教育改革如何达成共识  

How the Education Reform Achieve Common Understanding in Japan

作　　者：周建高[1] 

机构地区：[1]南开大学日本研究院,天津300191

出　　处：《日本问题研究》2009年第1期1-7,共7页Japanese Research

摘　　要：涉及群众利害的事业能否顺利完成,全凭众人是否能够达成共识。日本教育改革的呼声起于20世纪70年代初,20世纪80年代中曾根内阁作为国家任务去抓。设置临时教育审议会确定改革的基本方针。在首先确定议事规则、关键概念的含义后开展具体审议。临教审内部各个分会间,临教审与内阁高层、与社会各界通过各种会议以及征文、发行刊物等方式,收集和扩散各种意见和看法,通过3年审议提出4次报告,内阁以最终报告为基础确定了教育改革大纲。充分的讨论和争辩是达成共识的有效途径,寻求共识虽然费时但保证了决策慎重。在社会共识基础上的决策可以避免朝令夕改、最大限度减少决策失误造成的无可估量的损失。Anything that involves the people＇ s benefits or harms depends on whether people can acquire the mutual recognition. In Japan, educational reform＇ s call emerged from the beginning of 1970s, Nakasone cabinet carried it out as the national duty in 1980s. The basic policy of the education reform was determined by the temporary education conference. The full discussion and arguments is the efficient path to reach the consensus. Although it costs a lot of time, the seeking mutual recognition guaranteed the quality of policy-making. The policy from the common understanding may avoid the changing randomly, reduce the loss at its maximum.

关 键 词：日本 教育改革 临教审 协商议事 共识 

分 类 号：G40[文化科学—教育学原理]