@article{oai:nagoya.repo.nii.ac.jp:00023003, author = {Thorsteinsson, Gisli and Olafsson, Brynjar and Yokoyama, Etsuo}, journal = {技術教育学の探求}, month = {Oct}, note = {The Art and Craft Movement was established as a response to the Industrial Revolution around 1880. The aim was to use handicraft to create genuine artefacts with aesthetic values for use in everyday life as opposed to using mass produced items. From this new mechanization and mass production grew a romanticized belief in handcrafting. Nature became the reference for beauty, in decoration and in art. Organic shapes were promoted as inspiring, and the value of well-crafted art was assumed as the outcome of the coordination of eye and heart. The originators of the Art and Craft Movement criticised contemporary education for not adapting to students’ environments and not providing them with opportunities for self-fulfilment. The Sloyd Movement originated at about the same time. The aim was to use handicraft in general education as a way to support the student’s personal development and to create a perfect citizen. However, for many educators, the Sloyd system was too manual and did not give students the flexibility and freedom required for true creativity. The article considers these two educational ideas from the literature, and the authors discuss the differences and similarities between these ideas., 科学研究費補助金事業(基盤研究(B))「北欧における職業教育・訓練の改革に関する総合的研究 : 新しい「徒弟訓練」を中心に」(研究代表者: 横山悦生)中間報告書(その4)}, pages = {94--101}, title = {Examining the Literature on Basic Educational Ideas Established by the Initiators of the English Art and Craft Movement and the Scandinavian Sloyd}, volume = {15}, year = {2016} }