同志社大学大学院社会学研究科
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専攻：教育文化学№１［Ⅰ］下記の英文の下線部（１）（２）を日本語に訳しなさい。

※In many places around the world the modern school is under a relentless pressure to perform
and the standards for such performance are increasingly being set by the global education
measurement industry. (...) The question this raises is whether it is time to give up on the modernschools and its promise and hand it over to Pearson, Google and other educational capitalists, orwhether we should try again and, if so, where we might go. (...)(1) The foregoing observations about quality show that the real question is not how we canmake education more effective or efficient, how we can ensure that the customers of education
remain happy, or how we can achieve high scores on quality indicators. All this remains vacuous
as long as we do not (re)turn to the question what education is for. I wish to suggest that there arethree ‘layers’ to this question: one having to do with the aims of education; a second having to dowith the wider purpose of education; and a third having to do with ‘doing what needs to be done’(which I will explain below).
In the current ‘age of learning’ it often seems as if the sole purpose of education is learning.
（著作権の都合上、問題文を掲載しておりません）
While it could be argued that learning is important in education—although it is definitely not thebe all and end all of education (see Biesta 2013, 2015b)—the real question for education to theextent to which it is concerned with learning, is about what the learning is for. Rather thansuggesting that educational learning should only focus on the acquisition of knowledge andskills—which is a popular focus in many discussions in education—I have suggested that there arethree aims that come into play in education. The first is that of qualification, which is indeed
about the presentation and acquisition of knowledge, skills and understanding that allow students
to ‘do’ something (in the narrow sense of vocational qualification, for example, but also in the
broad sense of navigating complex modern societies). In addition to this, educational learning also
has to do with socialisation, that is, with providing students with a sense of orientation in themany traditions and practices that make up modern societies and modern life. (2) Thirdly,
educational learning should also have a concern for the student as individual or, more specifically,
for the student as subject of their own actions, rather than as object of teachers’ interventions.
This concern for ‘subjectification’ is not just important for their own sanity; a democratic society
actually needs citizens who can make up their own mind, rather than simply follow orders.
＊出典：Biesta, G. (2019). “What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times,” Studiesin Philosophy and Education, 38, pp. 657–668.

同志社大学大学院社会学研究科
2024 年度 春期実施

試験科目

入社会人特別選抜

学

試

験

問題

（注）□ 問題用紙に直接解答すること。

課程：前期
専攻：教育文化学

■

英

受験番号

語

氏名

別紙の解答用紙 １ 枚に解答すること。

№２［II］Read the following essay and answer both [II.1] and [II.2].
[II.1] Summarize the author’s primary argument. (Answer in Japanese.)※[II.2] The author writes that it is not clear “where to draw red lines” in the use of ChatGBT. Why is there debate and confusion
over the use of ChatGBT? Explain from the perspective of “education and culture.” (Answer in English)（著作権の都合上、問題文を掲載しておりません）

Ben Chrisinger. “It’s Not Just Our Students — ChatGPT Is Coming for Faculty Writing.” The Chronicle of Higher Education.
February 22, 2023

(Ben Chrisinger is an associate professor at the University of Oxford)