@article{oai:shudo-u.repo.nii.ac.jp:00000589,
 author = {相馬 , 伸一 and ソウマ , シンイチ and Sohma , Shin'ichi},
 issue = {1},
 journal = {広島修大論集. 人文編},
 month = {Sep},
 note = {P(論文), This paper concerns the distinctive ideas of John Dury (1596-1680) on the matter of the practical organization of the school class. His ideas on the school class-having one room per class, a ratio of 20 students per teacher, and all the students facing the teacher-are regarded as one of the most advanced one within the context of 17th century educational thought. In general, the kind of classroom arrangement has been regarded as a 19th century innovation, and as part of the disciplining (Disziplinierung) process which might have come directly from Michel Foucault or Phillipe Aries. However, as it is clear that the word discipline has its etymological origin in discere, which means "to learn or get to know", the Foucaultian usage of discipline, the external discipline is from a derivative of discere, disciplina. Needless to say, Dury understood the importance of school discipline. However, he grasped external discipline just as a preventive measures against immorality. Dury considered that even disciplina was insufficient, and turned his attention to docere, which means "to teach or to instruct", the other element of educational behavior. It seems reasonable to understand that the front-facing seating arrangement envisaged by Dury was less to strengthen the supervisory system and more to promote learning and sound educational relations. It would reflect the general view of the 17th century as the "didactic" era, and should be noted, too, that Dury's idea suggests to reconsider the view which regards the modernization of education just as the disciplining process.},
 pages = {117--137},
 title = {A Consideration on the School Class Arrangement Devised by John Dury},
 volume = {39},
 year = {1998},
 yomi = {ソウマ , シンイチ}
}