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분야 : 사회과학 > 교육
발행기관 : 대한교육법학회
간행물정보 : 교육법학연구, 2012 pp.1~23 (총 23pages)
 
 
국문초록
이 논문은 일본에서의 교육법 연구동향을 일본교육법학회의 결성과 연구성과를 중심으로 그 특징 및 최근의 동향을 분석한 것이다. 이를 위해 일본교육법학회의 학회지인 일본교육법학회연보에 게재된 정기총회 주제, 1980년대의 강좌교육법 시리즈와 2000년대의 현대교육법 시리즈, 그리고 대표 학자 및 주요 저술을 분석하였다. 일본의 교육법이론은 교육법이론의 기초적 논의 시기(1960년 중반~1970년), 교육재판의 전개와 교육법학의 발전기(1970년대), 국민교육권론에 대한 비판기(1980년대), 어린이 인권론·참가론·자치론의 전개(1990년대), 교육개혁과 교육기본법의 논의(2000년대)로 이어져 왔다. 일본 교육법 연구의 특징은 입법, 재판, 행정에 걸친 사회 현실의 시정(是正)과 방향제시의 역할에 초점을 맞추고 있다. 동시에 교육법에 대한 본업(本業)적 연구 환경 조성과 교육학과 법학간의 학문적 연대 및 연구방법론의 심화, 국제교류 활성화가 필요하다.
 
 
영문초록
The purpose of this study is to review the tendency and characteristics of research about Educational Law in Japan through the analysis of Japan Education Law Association and it`s products. The primary analysis target was the ``EDUCATION LAW REVIEW``(No.1~40), EDUCATION LAW LECTURE SERIES(1980s,2000s), and the representative scholar`s books(Kaneko Masasi`s ``Education Law``[new ed.] etc.) Japan Educational Law Association was established as a member of professors, teachers, lawyers, educational administrators, and parents in 1970. The Association offered the theoretical basis in the education trial. They emphasized citizen`s right to education instead of Nation`s right, and embodied the concept of the right to education as a children`s right to learn. According to the Basic Act on Education(§16), Education shall not be subject to improper control and shall be carried out in accordance with this and other acts; education administration shall be carried out in a fair and proper manner through appropriate role sharing and cooperation between the national and local governments. Academic debate has been centered on the interpretation of this provision. At the chapter Ⅱ, this article analyzed the academic identity and characteristics of Educational Law in Japan through the subject and method and achievements of research. At the chapter Ⅲ, this article discussed the tendency of the Japan Educational Law Association. The chapter Ⅳ contained the developing process of education law theory. The history of the research about Educational Law can be divided into the four period of preliminary discussions(1960s), the movement of educational litigation and developing of Educational Law(1970s), children`s human right and participation and school`s autonomy(1990s), educational reform and the Basic Act on Education(2000s). As a conclusion, It is a most characteristic tendency to take part in the resolution of educational issues. and there is some tasks of inter or multi-disciplinary approach of Education and Law, and academic international exchange.
 
 
일본교육법학회, 교육법학, 교육권, 간학문적 접근방법, 다학문적 접근방법, Japan Education Law Association, Educational Law, The Right to Education, Inter-disciplinary Approach, Multi-disciplinary Approach
 
다운로드 12600430.pdf