In investigating anything, we usually have some intuitive idea of the object of inquiry X, which would limit the style and the extent of the investigation itself. Although it does not necessarily come to the surface at any time, the conception of X should be explicitly drawn at some point in time to check if we can finally come to the understanding of the essential nature of X. In particular, in educational studies, due to the complexity of social relations between stakeholders, the debates have often been adversely a

特集 : 教育学の射程
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