By 前田 富祺, 野村 雅昭
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Worshipping this false god, school supervisors in the school workplace encourage modes of teaching which answer to the goal of efficiency rather than the goal of human nurturing. Methods of evaluation are developed on the basis of efficiency rather than on an appreciation of the attempt to learn about the learner, the forces which move him or her, and the possible pathways which might be taken to help them realize their potential. The subtle emotional forces which move teachers and other workers to pursue excellence are crushed by the search for efficiency.
We must understand theoretical notions in terms of their relationship to the lived world, not simply as objects of abstract contemplation. The truth of research must be proved in practice. ’ Verification of ideas, he continued, does not consist in mere laboratory experiments or the search for historical documents, but in histor ical struggle. Truth, Horkheimer concluded, is found in and is a moment of correct practice. Viewing research as praxis, we use our research to help participants (ourselves included) understand and change their situations (Held, 1980; Hinchey, 1998; Kincheloe, 2001).
The position is inherently naive as it fails to question the forces which privilege certain groups and impede others. ’ Therefore, undemocratic hierarchical work arrangements are viewed not as anti-humanistic but as natural and just. Nature as Enemy Ever-increasing material growth requires that nature be viewed as a collection of objects to be acted upon and exploited (Wirth, 1983). Nature is viewed as an object that is to be used, worked upon, and controlled. It is not intrinsically valuable: to hold significance, it must serve the ends of human beings.