ҁЎբޣࣁᇶϘεᏢӄΓ௲ػύЈୋ௲
ႝηແҹࣁǺ[email protected]
ዺВයǺ2002 ԃ 8 Д 22 Вǹ௦ҔВයǺ2003 ԃ 5 Д 9 В ඒߛઔߒႃע
รԼᙀรԲཚʳ 2003 ڣ 6 ִʳ 175-211
छडᑙོσᏰᜋ፞แีᇄؚ๊!
ԒϞএਰंـоൖݽ࠲σᏰ࣏ٽ!
ۮ Η ഞ ! ဢ ! ࡌ
ءᓵ֮এઔߒભഏળᗫᄎएৄՕᖂհຏᢝᓰ࿓࿇୶ፖެᑓڤհଡூઔ ߒΖ٥։ԮՕຝ։ΚፃᓵΕઔߒֱऄΕᓵਮዌΕຏᢝᓰ࿓հ࿇୶Εຏᢝᓰ࿓
ቤऱ۩ਙሎ܂ᑓڤ֗ᓵΖᓵ֮ऱᓵਮዌਢאԿଡጥᑓڤࡴቛᑓڤΕ ٵቛᑓڤ֗ਙएᑓڤ։࣫ऱഗ៕ΔࠡؾऱਢڇԱᇞएৄՕᖂຏᢝᓰ࿓ቤհ መ࿓ፖٺᐋ్հ۩ਙԳڇެመ࿓խࢬފዝऱߡۥ֗ڼյ೯ऱᣂএΖ
ءᓵ֮ڶאՀ༓រ࿇ΚԫΕળᗫᄎՓດዬଲሿΔՕၦऱڇঋԳՓၞԵए
ৄٚඒΔԫैᄅᘋԺၦࣹԵீႼΔᏆ֧ᓰ࿓ऱᄅߨٻΔףຒᖂீၞ۩ᓰ࿓ޏΖ ԲΕᏺףറᄐ֏ऱᙇଥᓰ࿓Δ૾܅ؘଥऱᖂ։Δګ 1970 ڣհ৵ऱᄅ٥ᢝΖԿΕ
։ࠆऱΕፖऱΕ٥ٵቤऱΕቸ᧯ݮګ٥ᢝऱٵቛᑓڤፖࢤΕᐋ్֏ࡴቛᑓ ڤΔࠟृٌյ٥ژ࣍ᓰ࿓ऱެመ࿓հխΖΕഗ࣍ળᗫᄎՕᖂऱႚอ֮֏ፖኙ ඒߛࠌࡎऱഒಳޣإᆠፖᣂᡖᒡԳΔ࠹૰࣍؆ᚘԺۖආشऱਙए࠰ݔʳ
࠰ֱڤڇएৄՕᖂਢለլ࠹ᦟ०ऱΖ
ᜢᗖӷǺൈݯࠤεᏢǵ೯௲ػǵ۔ႻኳԄǵӕႻኳԄǵࡹݯኳԄ
Bulletin of Educational Research June, 2003, Vol. 49 No. 2 pp. 175-211
The Curriculum and its Decision-Making Model in American Jesuit Colleges and Universities:
A Case Study of Georgetown University
Angela Yung-Chi Hou
A b s t r a c t
This study is to analyze the decision-making process involved in general edu- cation at Georgetown University. This paper is divided into seven parts, including the introduction, research methodology, theoretical framework, development of general education requirements at Georgetown, decision-making model of the curriculum at Georgetown, and the conclusions. Three management modelsthe bureaucratic model, the collegial model, and the political modelare used as the theoretical framework to examine the decision-making process in curriculum design. The role of administrators and faculty members as well as the interaction among them during the process are also discussed.
The findings of this study are that: (1) professionalism and multiculturalism are
Associate Professor, Holistic Education Center, Fu Jen University E-mail: [email protected]
Manuscript received: Aug. 22, 2002; Accepted: May 9, 2003
the current trends in curriculum development; (2) lay faculty members are able to participate in the decision-making process of curriculum design; (3) collegial and bureaucratic models are used interchangeably in the decision-making of curriculum design; and (4) given Jesuit tradition and mission, a political model rarely prevails in the decision-making process.
Keywords: Georgetown University, general education, bureau-
cratic model, collegial model, political model
ಥăჰ! ኢ
ຏᢝඒߛڇભഏඒߛऱ࿇୶ԫऴਢॺൄञᓵࢤऱംᠲΔܑਢԲڻՕᖏ
৵ઔߒՕᖂऱᘋದΖᖕψഏ୮ᖂृ࠰ᄎωΰThe National Association of Scholarsα ኙ٤ભնԼࢬՕᖂᓰ࿓ऱઔߒܫ᧩قΔ1914 ڣऱՕᖂᓰ࿓᜔ᑇط 14,874 ॰ᏺף
۟ 1993 ڣऱ 70,901 ॰Ζࠡխຏᢝᓰ࿓ऱֺࠏথط 1914 ڣऱ 55%Δ૾۟ 1939 ڣ ऱ 46%Δࠩ 1993 ڣऱ 33%Ζ່Օऱޏ᧢ਢڇรԫڻՕᖏ৵ΔୂֺࠅՕᖂፖ॒
ףୂՕᖂଈ٣ၲᖞٽࢤऱሀઝߓຏᢝᓰ࿓Δזཙႚอऱؘଥᓰ࿓Ζ60 ڣזأ 70 ڣזॣΔԫࠄႚอࢤऱᓰ࿓լਢܔೈ༉ਢଥޏΖឈྥ 80 ڣזፖ 90 ڣזڍ Օᖂբၲࡨૹ৸ە༚ؘଥऱຏᢝᓰ࿓Δڕ 1978 ڣশ۵Օᖂऱு֨ᓰ࿓ޏΙ 1982ڣկጝՕᖂૹᄅലψ֮۫֏ωԵؘଥΙ1986 ڣएৄՕᖂรԲڻնڣ ᓰ࿓ޏૠΖ܀ؒΰAllan Bloomα༉ᨠኘࠩຏᢝඒߛڇભഏඒߛچۯ ಐಯऱؘྥွΔ᜕ࠌუ༚܀ਢথԺڶآၚΚ
ψ60 ڣזऱՕᖂીԺؘ࣍྇֟ଥઝؾऱழᑇΔ80 ڣזԾ৺༚Δ܀ਢথਢ ԫٙޓܺᣄऱՠ܂ωΰWilson, 1999: 436-437αΖ
एৄՕᖂ໌ீ࣍ 1789 ڣΔਢભഏᖵ່൝Նᖂᜢᥩ່ऱԫࢬળᗫᄎ ՕᖂΖൎᓳຏᢝඒߛፖሐᐚऱഛᕆΔਢएৄՕᖂᎁፖࠡהڇঋՕᖂ່Օऱլ ٵհΖ܀ 60 ڣזհ৵Δᙟထඒߛऱڍց֏࿇୶ΔएৄՕᖂڇᓰ࿓ֱ૿ᖵ ᆖڍڻऱଥૡፖޏΖছீ९ᑛڍතΰLeo J. O’Donovanαళ׀ᎁຍਢޢࢬՕ ᖂԱঅൎฐᤁञԺؘᆖऱᖵ࿓Κ
ȨଷӵдॺགྷाߥமԶԖΚޑᏢಞΚǴፐำޑׯᡂࢂ܌ԖεᏢѸۓ
ᐕޑၸำǶՠךॺӧ׳ཥᆶቚமਡЈፐำਔǴӕਔߥԖख़ຎЎ௲ػ ޑओᑋΨࢂߚதख़ाޑǶӢࣁ೭ኬޑࢂٰԾܭךॺϺЬ௲ᆶ ओᑋޑᒪౢǴєെךॺബᆶ׳ཥԋ׳ڀԖᓬຫޑ௲ᏢᆶᏢಞᏢೌ
ᕉნȩȐReviewing the undergraduate core curriculum, n. d.ȑǶ
վएৄՕᖂਢطԿՕீࢬิګΚீءຝΕ᠔ᖂխ֨ፖऄᖂೃΖ৵ࠟृ
אಝᒭറᄐඒߛΙۖᖑڶնଡᖂೃΰץܶઔߒᖂೃαհீءຝ༉ਢएৄՕ ᖂٺႈᓰ࿓ޏऱ٣ΖࠡխΔᖵ່൝Նऱएৄᖂೃޓီ࿇ཆળᗫᄎຏ ᢝඒߛ່ૹᔞٽऱچֱΖ۞ 80 ڣזຏᢝᓰ࿓ၲࡨޓᄅΔएৄᖂೃܛڇ༼ࠎ ᖂسᓰ࿓ऱᙇᖗՂΔފዝထᜰߩ᎘ૹऱߡۥΖլᓵਢߢΕᖵΕళᖂࢨਢୃᖂΕ ײ֮ࠢᖂؘଥΔٚ۶ऱޏઃᐙएৄᖂس൷࠹ຏᢝඒߛऱګ࣠Ζڇ 1999 ڣ
एৄՕᖂՕᖂຝᓰ࿓១տխΔएৄᖂೃܛقࠡڇຏᢝඒߛᚨފዝऱߡۥΚ ȨൈݯࠤᏢଣߏΦаٰ൩ठΚܭගٮᏢғঁֹ๓ޑЎ௲ػޑ܌
ঁΑှǵЎϯǵণᏢǵߞһǵΓᜪᐕўޑӚวǶቶറޑ
௲ػ൩ࢂा٬ளᏢғڀԖୖᆶϞВޗᆶଓܴВޑૈΚǶךॺӧׯ ᡂӧǴаᏱܤךॺ܌ೀᗨλՠᙦޑӄౚϯޗϐਔǴךॺѸॠཥ Ъख़ຎჹђڂޑೢҺǶȩȨيࣁ܌ओᑋᏢଣǴൈݯࠤᏢଣᏱԖ
௲ػޑǴᢀޑ୷࿎ΓЎЬကǴठΚܭԾךᔈॄೢҺǴ٠бፏჴՉǶ ٠ЪǴൈݯࠤᏢଣΨஒႴᓰᏢғᎦץղޑૈΚǴ൧ख़ᆶ܄Ǵ٠
ࣔெғڮᆶόᘐոΚǶѬόёቚࣽسޑᏢೌϯǴଓ൨ঁΓሽॶϷߞ ۺǴΨ٬ள܌ԖޑғૈԋዕдॺޑࡘགྷǴᝩុଓሽॶǵࢲᆶΓ ሞᜢ߯ޑӝǶȩȐGeorgetown University, 1999a: 61ȑ
ڂڼΔឈྥຏᢝᓰ࿓چۯऱດዬՀ૾Δਢլױᝩ܍ऱႨΔ܀ਢኙएৄՕ ᖂࠐᎅΔຏᢝᓰ࿓ਢࠡኙ֚ඒፖળᗫᄎءᔆᎁٵऱਐᑑհԫΔՈਢ৬ீऱഗفΖ ءઔߒڱܛਢ៶طԿଡጥᑓڤࡴቛᑓڤΕٵቛᑓڤ֗ਙएᑓڤࠐ։࣫
ભഏળᗫᄎएৄՕᖂ 60 ڣזհ৵ຏᢝᓰ࿓ऱ࿇୶ፖࠡެऱመ࿓ΔאԱᇞળᗫ ᄎՕᖂڕ۶ڇڶૻऱᇷᄭհՀΔᇞެٵழঅڶႚอળᗫᄎඒߛऱ֮ႁᓰ࿓֗։ઝ റᄐᓰ࿓ऱܺቼΔࠀ܂ֲ৵ഏփࠡהࡲඒࢤՕᖂڇቤຏᢝᓰ࿓ፖറᄐᓰ࿓ழ ऱԫଡە៴ቹΖ
෮ăࡁտ͞ڱ
ءᓵ֮ਢሎشԿଡጥᑓڤࠐ։࣫ભഏएৄՕᖂᓰ࿓࿇୶հᔆऱଡூ
ઔߒΖᔆऱଡூઔߒຏൄሎشԿጟઔߒݾ؏փ୲։࣫ΰcontent analysisαΕ
৫ᓫΰin-depth interviewα֗ᨠኘΰobservationαࠐ։࣫൶ಘઔߒհփ୲Ζ܀ഗ
࣍ࠌشᨠኘֱڤࢬ૿ᜯऱૻࠫፖܺᣄΔઔߒृലආشছԲႈઔߒݾ؏ᐷᐊءʳ ᓵ֮Ζ
Կߡྒྷၦऄਢءᓵ֮ࢬආشऱᇷற፦ႃհฃΖઔߒृലආش৫ᓫፖփ
୲։࣫Բጟᇷற፦ႃऄΔٌՐ᧭ᢞֺለᓫ࣠ፖ֮ٙհၴڶྤԫીࢤΔ៶אޓ ᒔኔچΕݙᖞچΕᇡาऱ༴૪एৄՕᖂᓰ࿓ቤհެመ࿓խΔิ៣ګհၴ
յ೯ऱွΖڍᔆऱઔߒ༉ਢܓشڍጟᇷற፦ႃऱֱڤΔࠌઔߒནፖઔߒ
ፖृհᣂᜤޓࠠڶᐘࢤፖॾ৫ΰCreswell, 1994αΖ
ʙăࠂՀು!
एৄՕᖂਢᖕψףൎ࠷ᑌωΰintensity samplingαঞᙇءઔߒऱઔ ߒནΖψףൎ࠷ᑌωਢਐψ༈ބנઔߒृڶᘋᔊխ່ᚌߐऱࠏωΖ1ઔߒृೈԱ ኙળᗫᄎඒߛڶৰՕऱᘋᔊΔࠀԱᇞएৄՕᖂਢԫࢬᜢᥩᄕऱળᗫᄎՕ ᖂհ؆Δڂઔߒृऱՠ܂ᛩቼհᣂএΔࠌઔߒृለ࣐ၞԵڼઔߒནΔ࠷ઔߒ ᇷறΖ
ʠăࠂՀ֧ڱ!
࠹ृऱਗᙇਢආشψؾऱࢤ࠷ᑌωΰpurposeful samplingαհψዞຳω ΰsnowballingαᙇᖗऱฃΰPatton, 1990αΖଈ٣ᓫഏփԿۯڇળᗫᄎՕᖂൕ ࠃඒߛՠ܂հળᗫᄎళ׀Ζהଚ։ܑਢΚળᗫᄎઊઊᄎ९Ꮵ୮إళ׀Δ
᎖ոՕᖂࠌࡎ೫ீ९ᇯᐚၼళ׀Δ᎖ոՕᖂছળᗫᄎऄጥᖂೃ᜔೭९ᑰഏళ
׀Ζ៶طԿۯళ׀ऱං౺ፖᜤᢀΔઔߒृ࣍ 1999 ፖ 2001 ڣࠟ৫۟एৄՕᖂኔ
1 ਥᏵ PattonȐ1990ȑޑࣴزǴӅԖΜϤᅿȨҞޑ܄ڗኬȩޑౣǶځύх֖Α:Ȩཱུ
ᆄ܄ঁਢڗኬȩȐExtreme or deviant case samplingȑǴȨуமڗኬȩȐintensity
samplingȑǴȨڂࠠ܄ڗኬȩȐtypical samplingȑǴȨБߡ܄ڗኬȩȐconvenience
samplingȑǴȨख़ा܄ঁਢڗኬȩȐcritical case samplingȑǴȨӕ፦܄ڗኬȩȐhomogeneous samplingȑǴȨᄾഓౚڗኬȩȐsnowball or chain samplingȑǶ
چᓫԶۯएৄՕᖂऱ۩ਙԳΕඒ֗ళԳፖ፦ႃઌᣂᇷறΖ٤ભ֚
ඒՕᖂ࠰ᄎച۩९௧ΰMonika HellwigαඒΔएৄળᗫᄎቸ᧯ೃ९ਈళ
׀ΰWilliam Byron, S. J.α֗एৄՕᖂભഏઔߒ໌ᙄԳᔥ्ళ׀ΰJoseph Durkin,
S. J.αΖڼԿۯ࠹ृઃڇएৄՕᖂՠ܂ 30 ڣאՂΔהଚઃך։ԱᇞएৄՕ
ᖂᖏ৵ऱ࿇୶Ζ؆նۯ࠹ृΚएৄՕᖂ೫ீ९ؒிΰDorothy M. Brownα ඒਢएৄՕᖂࠫࡳψࠌࡎωΰMission Statementαऱ״ႃԳΖएৄᖂೃೃ९ ሐࢮཎΰR. Bruce Douglassαඒլႛᗨᄕፖᖂீሎ܂Δࢬ࿇।ऱψڍցᓵω ΰPluralismα2ኙீ೭ऱޏڶᄕՕऱಥΖళᖂߓඒຽଆ࿆ΰWilliam C.
McFadden, S. J.αళ׀Δ70 ڣזܛፖएৄՕᖂऱࡲඒᓰ࿓ޏ۟վΖભഏઔ
ߒᖵᖂඒਲళ׀ΰRobert Emmett Curran, S. J.αኙएৄՕᖂᖵऱ࿇୶ڶ
৫ऱઔߒΔࠀ࿇।πएৄՕᖂࠟۍڣᖵρΰThe bicentennial history of Georgetown UniversityαԫΖएৄՕᖂᇷ೫ீ९ᐰዿΰAnthony MooreαΔઔ ߒृፖࠡ٥ٵಘᓵएৄՕᖂآࠐऱ࿇୶Ζ
ʭăੰᖠ!
ઔߒृආشψዌڤऱᓫωΰstructured interviewαֱڤၞ۩ᓫΰMerriam, 1991αΖՈ༉ਢᎅΔ࠹ृംംᠲऱփ୲ፖڻݧբࠃ٣ڜඈΖۖᓫऱᠲޗ բቃ٣ᚵࡳΔംᠲݮڤၲ࣋ڤΔ࠹ृױ۞ط࿇ߢΔംृೈԱאຒಖಖᙕ؆Δ սᙕଃא܍ڶᎄΖઔߒृݦඨ៶ထፖ࠹ृऴ൷յ೯ऱรԫ֫ᇷறΔԱᇞएৄ
Օᖂڇຏᢝᓰ࿓ֱ૿ऱެᑓڤΖאՀਢംऱംᠲΚ (ԫ)ڶᣂຏᢝᓰ࿓ቤऱᑑᄷ۶Λ
(Բ)ڶᣂຏᢝᓰ࿓ऱቤՂΔୌࠄֱ૿ለ࠹ࠩૹီΛ (Կ)ڶᣂຏᢝᓰ࿓ऱቤՂΔୌࠄԳ່ࠠڶެԺΛ
ʳ ΰඒΕٺۯጥΕೃ९Εீ९Εᇀࠃᄎࢨળᗫᄎቸ᧯ೃ९α
2 ၰථ௲ܭ 1996 ԃᏼҺൈݯࠤεᏢ٬ڮہޑॄೢΓǶ၀ہ٠ֹ
ԋ Center pluralism: A report of a faculty seminar on the jesuit identity of Georgetown UniversityǶ
()ᖂسਢܡؘႊଥԫࠄڶᣂࡲඒऱᓰ࿓Λ (ն)एৄՕᖂڕ۶ኔ۩ඒߛΛګய۶Λ
ͲăࠂՀࡩ֙!
ࢬڶऱઔߒֱऄઃڶࠡᚌរፖ؈Ζءઔߒսྥڶࠡૻࠫፖլ౨܌ࣚऱܺ
ᣄΖउΔڍषᄎွڂ᧢֏ྤൄΕནૻࡳڂైۖྤऄലઔߒհ࣠܂ኔ ᢞऱංዝΰempirical generalizationαΰPatton, 1990αΖءઔߒਢԫଡଡூઔߒΔڂ ڼࠠڶࠡᗑࢤऱᏝଖΖ܀ਢΔઔߒृྤऄലڼઔߒ࣠ංᓵנࠡהऱળᗫᄎՕ ᖂՈڶઌۿऱ࿇Ζ،ױא܂ࠡהળᗫᄎՕᖂࢨॺળᗫᄎՕᖂآࠐ࿇୶ऱ
ەֱٻΖ
ࠡڻΔਢڶᣂ࣍ઔߒ࿇ऱॾ৫ፖய৫Ζڂઔߒृءߪءઔߒऱઔ ߒՠࠠΔڂڼଡԳऱᨠᎁवױ౨ᄎᐙᓫऱ࣠Ζءઔߒࢬࠌشऱઔߒֱऄ հԫ ψ৫ᓫωਢڇԫଡ۞ྥऱནխၞ۩Δψ܀ਢլᓵࢬംऱֱڤਢ
ዌࢤቃᚵΔࢨၲ࣋ࢤऱംᠲΔᓫृսױ౨ᄎኙᓫ࣠ທګᐙωΰMerriam,
1991: 180αΖ܀ਢψԿߡྒྷၦऄωऱ։࣫ᇞᤩฃױא૾܅ଡԳऱೣߠ່۟՛Δࠀ
ᒔࡳ࣠ऱড়ᨠࢤΖ
ણăநኢߛၹ
ʙăע࿉ᇁВ!
ଁ܄ΰMax Weberα1910 ڣڇᐚഏଈ٣࿇।ࡴቛᑓڤऱิ៣ጥᑓڤᓵΔ
܀ࠡᓵរڇ 1940 ڣհ৵թڇߓഏ୮ᐖऑऱಘᓵΖࡴቛᑓڤڶՀ٨༓ႈរ ΰ്৬߶Δ1982Κ5αΚ
(ԫ)ֆ೭೯հࡐࡳ։Ζ (Բ)ࠉଡԳऱറ९։ՠΖ
(Կ)۩ਙጥԳࣚൕધ৳ፖ൳ࠫΖ ()ᦞऱิ៣ၸᐋ֏Ζ
(ն)ᦞऱਜ۩ૻ࣍ֆ೭ՂΖ
(ք)ऄࠫ৫ݙᖞࠀߓอച۩Ζ
(Ԯ)ଢᙇԳऱݾᇷයٙ٨ԵەᐞΔԳԫ؟ٚشΔঞ᥆ৈપՂऱٚشΔ ॺᙇᖗࢤऱٚشΖ
(Զ)إڤԳึߪΔࠡ֒ᔢᖕڣᇷ֗Ղࢬေऱՠ܂ګᜎۖࡳΖ ()إڤԳڇإൄऱൣݮՀ֭ᏆࡐࡳᜲֽΖ
(Լ)ެመ࿓এຘመࢤऱᙇᖗΖ
ࡴቛጥᑓڤਢ৬مڇऄ৳ີհՂΖۖऄ৳ີז।ԫଡิ៣ऱጥሎ܂
ਢאٽֆؓऱᒤࠫ৫ᑑᄷΔۖॺՂ్ጥଡԳࡎחΰNuklasson, 1995αΖ
ᄑऱ։ՠΕإڤऱዌΕ࿓ݧ֏ऱ܂ᄐΔࠀ៶ထٽऱެΔࠌิ៣ױאڇ
ཐऱؾᑑհՀΔڶࠫ৫ڶயऱሎ܂ΔຍՈإਢࡴቛᑓڤऱᚌរΖ܀ࡴቛᑓڤ Ոڶࠡլױᝩ܍ऱរΖ،࢙ฃԱॺᦞ᧯ࠫ؆ऱᐙԺΔ९ཚ࣍ԫଡࠫ৫֏
ิ៣ऱګΔڂԱᇞิ៣ءߪऱլࡌࢤΔ֘ۖ୲࣐ܓشີऱዥΔᝩຂٚ
ፖۆΖೈڼհ؆ΔᏜ֏ऱઝᐋ᧯ࠫࠌᖞଡࡴቛ᧯ߓለ࣐ࢴ᧢Δೈॺྤऄ ݼࢴ᧢ऱᚘԺᏺൎࠩԫࡳଥޏऄחີΰWilliam, 1987αΖڂڼΔྤᓵਢୌԫ ࢬՕᖂΔઃױ౨ආشଁ܄ऱࡴቛᑓڤΔܑਢ۩ਙۯΖઌኙچΔٺߓࢬඒᖂ
ۯਢאඒଡԳറᄐᖄٻΔࡴቛᑓڤऱጥױ౨ྤऄڶய৫ऱԱᇞඒᖂ֗ઔߒ ऱᔆΖ
ʠăϣ࿉ᇁВ!
ઌለ࣍ࡴቛᑓڤΔٵቛᑓڤൎᓳᖂᚨጥ۞աऱࠃ೭Ζኙٺጟࠃ೭լٵ ऱრߠΔլᚨطՂ్ጥࠐެࡳΔۖႊطิ៣խऱګ༼נ۞աऱߠᇞΔڼᄮ ຏ࠰ᓳ৵ሒګ٥ᢝ٣ΰNuklasson, 1995αΖڂڼΔᖞଡิ៣ऱެመ࿓ਢطٵቛ ٥ٵፖۖݙګऱΔڇڼԫิ៣խऱٚ۶ԫګઃڶ।ሒ۞աრߠऱᖲᄎፖᦞ ܓΖ࣍ਢΔயਢิ៣ሎ܂ऱԫଡॵᑑᄷΔۖޓૹऱਢᔆऱ༼֒ፖܡΔۖ
ॺၦऱڍኒΖٵቛᑓڤױូՀ٨༓រࢤΰ്৬߶Δ1982Κ6-7αΚ (ԫ)ᖂ۞աጥ۞աऱࠃ೭Ζ
(Բ)റᄐ౨Ժऱᦞ࠹ࠩૹီΖ
(Կ)ެመ࿓ආش٥ٵፖΕᖜ֗݁ᦞऱֱڤΖ
()ඒፖ۩ਙԳڼࡖᇨΕյॾΖ
(ն)ඒءߪڂᔞ৫ऱፖᖂீࠃ೭Δۖขس۞ݺऱየߩტΖ (ք)ൎᓳઔߒፖޏ᧢֗אംᠲխ֨ऱެֱڤΖ
ٵቛᑓڤऱጥឈڶܗ࣍ඒᖑڶփڇየߩტፖኙᖂீऱᎁٵტΔ܀ᖂீء ߪऱؾᑑፖඒऱؾᑑྤऄԫીΔۖٺቸ᧯ءߪԱؾᑑऱሒګፖ۞ݺܓఛ ऱፂᥨΔᖄીڼრߠ։ࣴᣄאᖞٽΔۖທګิ៣։ါΔٺڻ్ቸ᧯ᤁञऱٲᖲΖ ᓡཎΰWeiss, 1995αڇψᖂீଡϘIϙऱޏωΰThe four “I’s” of school reform: How interests, ideology, information, and institution affect teachers and principalsα ԫ֮խ ਐנԫଡิ៣ױ౨ڂิ៣ګڼܓఛΔრᢝীኪΔᛧऱᇷಛլٵፖࠫ৫ءߪ ࢬݮګ۞ݺऱ֮֏Δᑑᄷሎ܂࿓ݧࡉิ៣ެመ࿓ऱฆΔۖขس٥ᢝᕩፋፖച
۩ऱܺᣄΖ֠ࠡਢඒஃءߪറᄐऱฆࢤΔࠌٵቛ٥एऱጥᑓڤᣄאڶ யऱሎ܂ፖޏΖ
ʭăއٽᇁВ!
۫፞ΰSimonαऱࢤެਢਙएᑓڤऱ٣ᦀΖۖࢬᘯऱψࢤωਢൎᓳڶ ᖲ᧯؆ڇᛩቼऱড়ᨠࢤΔۖิ៣ፖଡԳࢬ܂ऱެࡳຟਢאψᝫየრωΰsatisfactory
alternativesαؾᑑΔۖॺאψ່ࠋωΰoptional satisfactoryα່ึֱூΖࢬᘯऱ
ψόਙएࢤύਐެፖ۩೯ԯط۩ਙԳࠉ༛ڶঞऱጥሐၞ۩յઌಘᏝᝫᏝऱ
೯Δۖό࣠ύਢطݔ࠰ΕᓢડΕ۩ਙԳࢬլٵܓఛ֗ᐙԺऱ࣠Δ ࠀॺಾኙംᠲᇞެࢬऱᙇᖗωΰ്৬߶Δ1985Κ82αΖڂڼΔਙएᑓڤਢطิ៣ խऱګᆖطݔ࠰Ε࠰հ৵Δࠡխױ౨௫ਬጟܓఛऱٌངΔۖݮګެऱ່
ึֱூΖڇՕᖂඒߛ۩ਙิ៣խսױ౨ژڇထਙएᑓڤऱጥΖ֠ࠡਢࡴቛ۩ਙ
᧯ߓፖറᄐᖂඒऱٺ۞ؾᑑլٵழΔאਙए࠰ऱֱڤਢࠐݙګਙਢլױ ᝩ܍ऱΖ༉ڕࠅᅝཎΰAdams, 1976:12αࢬᨠኘऱΚ
ȨεᏢҁيၨႽঁࡹݯಔᙃ׳യႽҾᐒᄬǶᗨฅӧᏢೌઓ၉ޑᐕ ўǴεᏢԖӵҲث༜ǴࢂᏢೌᆶՉࡹкϩϩπǴՉࡹΓᆶ௲
ӚљځᙍǴЪкϩӝբǶՠ٣ჴǴ௲ڋፐำǵᏢೌࠔ፦ǴՉࡹΓ
ڋႣᆉǴΓ٣ୢᚒ߾Ӹӧٿޣϐ໔ޑསೀǶ೭όࢂΚޑϩଛǴ ԶࢂΚޑᘉεǶȩ
ਙएᑓڤऱࢤױូՀ٨༓រΚ (ԫ)ൎۖڶԺऱਙएڂైআࠌംᠲऱנΖ (Բ)ञᓵਬԳࢨਬԫቸ᧯ຂࠫࡳެΖ
(Կ)ਙएञചڍڂᣂࢤΰcriticalαऱެ֧ದΔۖॺࠏ۩ࢤΰroutineαऱެ
Ζ
()ᓢડਢؘྥऱΔۖݔ࠰Εٌ௫ԯਢᛧીެऱؘᆖຜஉΖ (ն)؆ڇऱܓఛቸ᧯ᐙអެመ࿓Ζ
(ք)ࡴቛ᧯ߓࢬࡳऱإڤᦞ࠹ࠩᣤૹऱਗᖏΖ (Ԯ)᜕ࠌެբࡳΔࠉྥञᓵլٖΖ
᜕ࠌᖂீਢઌᅝڶߓอऱิ៣ΔञᓵᝫਢؘྥऱΖೈԱګፖቸ᧯ऱܓఛհ
؆ΔீႼ؆ড়ᨠऱᛩቼڂైտԵΔՈࠌิ៣ءߪႊڇ᧯ࠫऱإڤᦞ؆Δބנ٥ ٵױ൷࠹ऱެֱڤࠐፂᖂீऱሎ܂ΔۖܓشਙएᑓڤࠐᇞެംᠲঁګԱլױ ᝩ܍ऱֱڤΖ
དྷăಕڼݱ̂ጯ఼ᙊኝ۞൴ण
ʙăʙʞ˲ŒБ܉ౖٽܲ˃ደ̜෯ുڟӽ྆ു!
ԼધհছΔएৄՕᖂऱᓰ࿓ૠፖቤΔਢᖕળᗫᄎψᦰૠω ΰRatio Studiorumαഗ៕ΖאಝᒭળᗫᄎՓΔࣚ೭֚ඒऱᄅฝاΔሒګળᗫ ᄎ࢚ऱႚᐾؾᑑΖ໌ᙄԳᢅΰJohn Carrollαඒૠᖂீᓰ࿓ਢ٤૿ࢤऱΔ ଫײࠢፖኔشΔ։ॣ్խᖂፖᖂೃࠟຝ։Ζࢮԭ֮Εݦᢊ֮ፖᔹᦰΕᐊ܂Ε ጩᑇΕ֮֮ऄ֗چԫᑌ࠹ࠩૹီΰCurran, 1993αΔऄ֮ᙇଥᓰ࿓Ζ3एৄ
3 ΜΖШइ҃Ǵऍ୯Γ҇ჹݤ୯εॠڮ࣬Ԗᑫ፪ǶԶЪཥޑݤ୯ᝤ௲ΓܢऍǴ
׳மፓݤЎޑख़ा܄Ƕ
Օᖂ೫ீ९ؒிඒΰDorothy M. Brownα༉։࣫ᅝழऱᓰ࿓ۥΰBrown, 1990αΚ (ԫ)ᖂᓰ࿓ऱֱऄਢࠉᖕψᦰૠωऱඒᖂֱऄΖ
(Բ)אඒᖂխ֨ΔࢬڶऱඒຟઌᅝႧঠፖլၴឰ࣍۞ݺऱՠ܂Δᑷ֨
ऱਐᖄᖂسᖂᄐऱᏺၞΖ
(Կ)ಝᒭᖂسشࢮԭ֮ிᦰΕዝᝑΔ܀ਢءഏΰαΕᑇᖂΕᖵΕچ
ඒᖂٵᑌ࠹ࠩૹီΖ
()ထૹᓵΕᓤΕᤁΕಘᓵΔאףൎՑթಝᒭΖ (ն)ሎشᚭᏣඒᖂֱऄΖ
(ք)ᖂسਢא൷࠹֮ႁඒߛΖ
1820ڣ۟ 19 ધأΔएৄᖂೃലᓰ࿓ቤޏ᧢ګψԮڣᖂ࿓ωΰseven-year
programαΔ܀ڇփ୲ՂՕࣂՂսਢլᠦψᦰૠωऱጲ᧮Ζ
ے1! ʜБደു
˷ ു˱࣠
ॣ ్ ΰ Rudiments or First
Classα ֮֮ऄΕዌΕᑇᖂΰᖂسڇعᓮԵᖂழؘႊ൷࠹֮ፖ
ᑇᖂ౨Ժྒྷ᧭Δא։࿇۟ᔞٽऱᓰ࿓༉ᦰα รԿԳ֮ΰThird Humanities
or second classα ࢮԭ֮Εऄ֮
รԲԳ֮ΰSecond Humani-
ties or Third Classα ࢮԭ֮ዌΕࢮԭ֮܂֮Εऄ֮֮ऄΕچΕᑇᖂΰ։ᑇΕ
ܓΕٽ૿ᗨα รԫԳ֮ΰFirst Humanities,
collegeα ݦᢊ֮ዌΕ֮ऄ
ࢮԭ֮ΰSallust, Livy, and Ovid ऱ܂α ऄ֮ΰBossuet’s ຏ Universal Historyα
ࣹૹᓤΕ
ᖂسؘႊੌܓᦫΕᎅΕᦰΕᐊٺጟߢ
ᇣዚΰPoetryα ᔹ ᦰ ݦ ᢊ ፖ ࢮ ԭ ֮ ᇣ Գ ऱ ܂ Δ ڕ Κ Cicero, Catullus, Xenophon, and ThucydidesΕᢅ್ᖵΕײچΕݦᢊళᇩ
Rhetoricΰଥα ײ֮ࠢᖂΕഏ֮ᖂΕ༓۶ᖂΕԿߡࠤᑇΕભഏᖵΙඒ
ޢଡਣཚᝑԫڻᖵୃᖂ
ୃᖂΰPhilosophyα ሐᐚୃᖂΰ༓۶ΕڙࡶୃᖂΕ۞ྥళᖂΕ֨ᖂΕᓵΕ۞
ྥୃᖂᖲඳΕढΕპᗨ։Ε֏ᖂΕ֚֮ᖂαΙࢬڶ۞ྥઝᖂ ᓰ࿓ઃشࢮԭ֮ᓰ
ၗٰྍΚFrom “The bicentennial history of Georgetown University: From academy to university, 1789-1889” (Vol. I), by R. E. Curran, 1993, Washington, DC: George- town University Press.
ೈԱսףൎࢮԭ֮ፖݦᢊ֮ऱඒᖂΔ۫ఄ׃֮ΕଃᑗΕፘᝢՈ٨ᙇଥᓰ
࿓Ζڇୃᖂᓰ࿓ֱ૿Δᏺףᖂسጵٽፖᖞٽֱ૿ऱಝᒭΖୃᖂီࢬڶ۞ྥઝ ᖂፖषᄎઝᖂऱഗ៕Ζ܀ళᖂࠀڶܑ٨Եॣ్ࢨ్ᖂೃᓰ࿓հխΖᅝழ ऱࡲඒඒߛਢࣹૹሐᐚऱಝᒭޓ࣍वᢝऱಳޣΖਲళ׀ΰEmmett Curran, S.J.α
༉ေᓵᅝழएৄՕᖂऱᓰ࿓ਢΚψ៱ႚอፖઝᖂᄅवᢝΔٽפܓႊޣऱٽ᧯ω ΰCurran, 1993: 103αΖࠩ 19 ધॣհছΔएৄຍᓰ࿓ቤԫऴຟਢભഏ֚
ඒඒߛऱࠢᒤΖ4
1910ڣભഏψၞޡழזωΰProgressive EraαࠐᜯΔං೯Աભഏඒߛऱޏ
ΔխຝٺڠڠمՕᖂၲࡨञ࠷ᖂீ۩ਙऱᏆᖄᦞΖᅝழՕຝ։֚ඒՕᖂऱඒ
ፖ۩ਙԳսॾඒᄎऱႚอඒߛ࢚Δኙ࣍ᓰ࿓ऱޏࠀլᤚᏁΖຍፖ ᄅඒஈ৺৸ޏ᧢Δࠀڇᓰ࿓Ղ༼ࠎᖂسԫଡޓ۞طᙇᖗऱኪ৫ਢኲྥլٵऱΖᆼ ܓΰAndrew M. Greeleyα༉ޅေᅝழႚอऱળᗫᄎඒߛΚ
Ȩᓉᄊ܄ޑ௲ػণᏢǴፐำᆶ௲ػБԄࢂޑǴࣽسᆶᏢғғࢲࢂք
݈ޑǴ௲ᆶՉࡹࢂઓᙍϯޑǶֹӄᐱҥܭऍ୯ଯ௲ػޑЬࢬϐѦȩ ȐGreeley, 1969: 13ȑǶ
ឈྥળᗫᄎඒߛᔡીޅေΔ܀ψएৄՕᖂᄗउωսൎᓳᖂீીԺ࣍ײࠢ
ߢඒᖂΔࢮԭ֮ፖݦᢊ֮ਢᖂسᖂऱு֨ᓰ࿓Ζ܀ਢױאࣔ᧩ऱԱᇞࠩΔ֮ႁ ඒߛբၲࡨಯۥΔ࠷ۖזհऱਢޓڍ։ઝؘଥΰdistribution requirementα ऱഹದΖ
֮ႁඒߛڇรԫڻՕᖏ৵ޓףຒ؈װࠡڶऱچۯΖૹီิ៣֏Εய֏֗
ᑑᄷ֏ऱඒߛႨΔא֗ψխຝٺڠՕᖂ࠰ᄎωၲࡨऱՕᖂေᦸࠫ৫Δઃ
আࠌएৄՕᖂႊޓף᠆༄ᓰ࿓ऱڍᑌࢤፖኔشࢤΖ
1951ڣएৄՕᖂڇψխຝٺڠՕᖂ࠰ᄎ۞ݺေၦωխ֘ਠנუঅఎળᗫᄎ ඒߛႚอፖޏຏᢝᓰ࿓ࠟृऱრቹΖࠀൎᓳΚ
4 1905ԃȨൈݯࠤᏢଣཷݩȩϝᝩុமፓђڂፐำᆶȨ᠐ਜीฝȩޑ௲ᏢБԄǶࣁΑ
ၲډֹӄޑЎ௲ػǴᏢғѸঅಞ܌ԖѸঅፐҞǴЎᆶ׆ᛪЎϝࢂ࣬ख़
ाǶᏢғऩᒥӺঅಞ܌ԖѸाࣽҞǴѸۓёаᏱԖкჴޑޕᆶΓЎનᎦǶ
Ȩيࣁऍ୯܌ϺЬ௲ओᑋεᏢǴൈݯࠤεᏢж߄ࢌᅿۓޑচ߾ǵ
གྷᆶǶᙖҗଓߥፁֹޑ୷࿎௲ᆶऍ୯ЎϯᒪౢޑБԄǴаֹ
ԋ௲ػ٬ڮᆶวඦओᑋޑ፦ǶԶЎ௲ػޑओᑋݤڂࢂࡌҥӧᙖ җ׆ᛪЎᆶЎޑђڂЎᏢᏢಞǴ٠ပჴΓЎၰቺᎦޑҞܭߞۺ ϐύȩȐGeorgetown University, 1960: 6ȑǶ
एৄՕᖂऱฅᄐسؘႊਢڇ֚ඒඒߛऱຯհՀΔګଫໂཕᐝፖᐚ ऱഗᅮඒำՓΖ܀ਢԫଡࠃኔথਢΔ֮ႁඒߛᓰ࿓ᥛಐಯΔᙇଥᓰ࿓ऱᏺףΖ
ୃᖂऱؘଥழᑇբط 36 ՛ழ૾܅ 26 ՛ழΙᙇଥழᑇޓᏺףԱԫΔط 18 ՛ழ ᏺף 36 ՛ழΖԲڻՕᖏ৵Δԫࠄေᦸቸ᧯ऱޅေޓףຒᓰ࿓ऱڍᑌ֏ፖၲ࣋Ζ
܀ڇຍԫंऱޏխΔएৄՕᖂۿᔡሖࠩڕ۶ٵழঅڶႚอળᗫᄎඒߛऱ֮
ႁᓰ࿓֗։ઝറᄐᓰ࿓ऱܺቼΖؒிΰBrown, interview, July 21, 1999α༉։࣫Κ ȨࡐమཱӦǴӧᘋޑ 60 ԃж߃යǴൈݯࠤεᏢޑፐำᅌوӛѸঅᆶ ϩࣽޑऍ୯ЬࢬǴ٠ਔޑϸࢀрଛӝୱຑ᠘იᡏჹᏢਠࠔ፦ຑᘐ
ྗޑوӛǶฅԶǴൈݯࠤεᏢӧ҂ٰፐำޑೕჄϝԖӭޑᓸΚᆶߔᛖǶ ӢԜǴӧቚуཥፐำޑӕਔǴӵՖߥԖࡽԖޑԋࣁൈݯࠤεᏢനε ޑፐᚒǶȩ
ʠăʙʞ˲ŒБݣౖٽܲ˃ደ̜෯ുڟവࣤ྆ു!
60 ڣזհ৵एৄՕᖂڂࠟଡڂైऱᐙΔޓףຒᓰ࿓ऱ᧢֏ፖޏΖ(ԫ) ڇᖂՂΔवᢝᡨ੦ΔઝݾֲᄅִฆΔᏆޓڍᄅᏆፖറᄐ֏ᓰ࿓ፖઝߓऱנ
Ζޢଡઝߓၲࡨආ࠷ءۯᆠΔञ࠷ޓڍऱᆖ၄ፖچۯΙ(Բ)ᖂسሎ೯ڕ־ڕ
ऱ୶ၲΔᗨᄕፖषᄎ೯֗ᖂீࠃ೭Ζઌለ࣍ڼΔᖂسՈၲࡨޣᖂீ༼ࠎ ޓڍᓰ࿓ऱᙇᖗאٽהଚऱᏁޣΖ5
1967۟ 1970 ڣհၴΔएৄՕᖂ֮ᖂೃଈ٣รԫंᛀီᓰ࿓ऱ۩೯Ζط
5 Ԝڋࡋࢂගٮ๏ΒǵΟǵѤԃભӧಃԃԋᕮᓬذޑᏢғёа׳זೲޑᏢಞǴԶό
ڙڋܭѸঅፐำޑঅԃज़Ƕ
ԼԮۯඒ֗ԿۯᖂسิګࡡᄎΔಘᓵڕ۶אળᗫᄎऱඒߛ࢚Δૹᄅࡳᆠ֮
ႁඒߛऱრᆠΔࠀᇞެٺߓࢬٺ۞ਙऱچᆠΖ່৵ሒګঅఎԳ֮Εषᄎ֗
۞ྥઝᖂऱ։ઝؘଥؘ֗྇֟ଥઝؾ᜔ᑇऱެᤜΖࠀᖕࡡᄎऱܫإڤΔڇ 1971ڣऱᓰ࿓ؾᙕխΔലᓰ࿓٤૿ऱޏ᧢Ζ
ے2! ౖٽ̜ܲ୩ደȈ۞ΆࠋάĞrequirements at Georgetown College of Arts and Scienceğ
ʠ۞̜ደ ࠼̜ؖ֏͂ʹ̜
Բ॰۞ྥઝᖂ ᑇᖂࢨ᧯ߛ
Բ॰षᄎઝᖂ ױᙇଥᖵΔࢨࠡהԳ֮ᖂઝ Բ॰ୃᖂ
Բ॰ళᖂ
ၗٰྍΚFrom “Learning, faith, freedom, and building a curriculum: two hundred years and counting” (p. 93), by Doroth M. Brown, 1990, Georgetown at Two Hundred, ed. by William C. McFadden, Washington, D.C.: Georgetown University Press..
60ڣזأ۟ 70 ڣזॣΔएৄՕᖂᓰ࿓ऱޏൎᓳٺߓࢬؘႊࣹૹᓰ࿓հ
ၴऱຑΕᐘࢤ֗ٽऄࢤΖمᖄஃᘬᇬࠫ৫ΔאᏺၞᖂسऱڇᙇᓰழޓՕऱ़
ၴፖᖜለڍऱຂٚΖڇฒڍؘଥᓰ࿓ܔೈऱٵழΔళᖂᓰ࿓ழᑇऱঅఎՈګ
एৄՕᖂ່৵ऱഒΖឈྥ۞ 1951 ڣψ۞ݺေၦωאࠐΔᓰ࿓ፖิ៣۩ਙऱ
᧢֏ઌᅝՕΔ܀एৄՕᖂᎁףൎళᖂߓऱᔆਢঅڶળᗫᄎᔆ່ڶயऱֱ
ڤΚ
Ȩيࣁ܌ओᑋεᏢǴൈݯࠤుߞ܌ԖΓࣣࢂࡆޑη҇ǴௗڙѬޑ єെǶൈݯࠤ٠όமڋҺՖ௲܈Ꮲғߞһࢌᅿے௲ǴՠѬයࡑдॺ൧ ख़ঁΓޑے௲ߞһǶ׳ࣗܭԜޑࢂǴѬයࡑдॺΑှൈݯࠤيࣁ܌
ϺЬ௲εᏢޑೢҺǶѬஒߥ੮ЪуமઓᏢسаᝩុӚᅿے௲ϣǴ ΨӵځдᏢೌࣽسǴஒҺՖޑᏢೌࣴزวǴϒᏢғǶൈݯࠤΨ ஒ Ⴔ ᓰ Ϻ Ь ௲ ܈ ځ д Ԅ ے ௲ Ǵ ո Κ ಄ ӝ ௲ ২ ᆶ ߚ ௲ ২ ޑ ሡ ȩ
ȐGeorgetown University, 1971a: 3ȑǶ
80ڣזհ৵ΔएৄՕᖂڇᓰ࿓ऱޏ٦৫૿ᜯᄅऱംᠲፖ᙭Δࠀᆖᖵࠟ
ंޏΖรԫڻޏਢψீءຝ 1982Ϋ1986 ڣૠωΰMain Campus Five-Year Plan,
1982-1986αΙรԲڻਢψீءຝ 1986Ϋ1990 ڣு֨ᓰ࿓ᛀီωΰThe Main Campus
Five Year Plan 1986-1990αΖ )Ι*ΙԩϤԑ፞แ८!
ψீءຝ 1982Ϋ1986 ڣૠωਢᖕ 1981 ڣψ۞ݺေၦωܫऱૹរ৬ᤜΔ
ۖขسᓰ࿓ޏऱֱூΖ1981 ڣψ۞ݺေၦω٥։ႈૹរΚ1.ઔߒᖂೃΙ2.
ٺઔߒᖲዌΙ3.ீءຝԿᖂೃᓰ࿓ऱյ೯Ι4.ऄᖂೃ֗᠔ᖂೃΖڇܫխΔए
ৄՕᖂս៱ൎᓳڶऱ৬ீጲళ֗ፂ֮ႁඒߛऱႚอΖ܀Ոࣔػऱਐנएৄ
ڇፖࠡהߏمՕᖂᤁञழΔႊ༼֒ઔߒᖂೃऱᖂᔆፖറᄐಝᒭΔאञ࠷ޓڍ ऱᜤ߶ᇖܗΖ6
)Π*ΠԩϤԑ፞แ!
ᇷᄭႃխޏઔߒࢬඒߛፖറᄐඒߛΔਢ 80 ڣזॣཚएৄփຝൎ௺ऱཚ
Δ܀ਢԫैޏு֨ᓰ࿓ፖঅڶएৄ֚ඒળᗫᄎႚอऱᜢଃսᥛሎ
܂խΖᓰ࿓ࡡᄎᎁࢬڶு֨ᓰ࿓ؘႊฤٽଡԳऱᏁޣΔאຂچ֘ਠנवᢝ ऱᚨشࢤፖݾࢤΖ່৵ެࡳնՕு֨ᓰ࿓ᏆΚ1.ഗءംᠲΰഗ៕ୃᖂፖళᖂ ᤜᠲαΙ2.۞ྥઝᖂΙ3.֮ᖂፖᢌΙ4.ᖵઔߒΙ5.षᄎઝᖂΖޢ॰ு֨ᓰ࿓ؘႊ
ݙ٤ฤٽ֮ႁඒߛऱփ୲Δאඒߛנڶ֘ᚨԺΕޅܒԺΕຂऱᖂسΖඒு֨
ᓰ࿓ऱඒՈؘႊਢึߪࢨܛലᛧ࠷ึߪऱඒΖڇཔཚᓰழലᛧᠰ؆
6 ᐕٿԃޑፕǴբԋΑ،٠ᒧۓǺᐕўǵϯᏢǵᇟقᏢǵߓդЎǵՋУЎǵ ҾᆅǵߓդࣴزᆶमЎࣴز܌ࣁख़ᗺࣽسǹࡹ۬ǵᔮᆶণᏢسाගр ׯ๓ፐำीฝǹނǵᖄᆶऍࢪࣴز܌ଶЗܕғǶ1984ɡ1985 ԃϐ໔Ǵࣴز λಔΞ،ࣴز܌ޑፐำሡाуமǴВࡕ௲ޑࣴزૈΚஒڗжϪǴբࣁϲᆶ ಖيᙍޑԵቾྗǶ1983 ԃȨऍ୯ཥᆪᆶШࣚൔᏤȩ໒ۈჹӄऍΟί܌εᏢӄय़ຑ ᠘௨Ӝᆶ 1982 ԃȨ୯ৎࣴزہȩޑറγࠔ፦ፓǴ׳࿎ߦൈݯࠤεᏢׯ๓ࣴ
ز܌௲ػޑ،ЈǴԶȨϖԃीฝȩޑֹԋ҅ж߄ൈݯࠤයࡑӧऍ୯ଯ௲ػѱύǴ ёᙖҗၗྍύࢌ٤ख़ᗺࣴز܌ǴගϲӄਠޑᏢೌࣴزૈΚᆶᖂ៉ޑҾკǶ
ऱ੍၀ΰGeorgetown University, 1971aαΖྥۖΔط࣍ڶயऱ۩ਙᏆᖄፖඒ
ऱኔᎾፖΔएৄᓰ࿓ޏऱܘԺࠀآᛧኔᔆऱய࣠ፖڃᚨΖ
1993ڣψீءຝᖂࡡᄎωΰThe Main Campus Academic CommitteeαԾิ
ګு֨ᓰ࿓՛ิࡡᄎᛀ᧭Օᖂຝᓰ࿓Δެࡳ٦৫ᛀಘᓰ࿓ऱޏΖᖵᆖնڣΔ ψீءຝᖂࡡᄎωݙګԱॣޡऱޏ༼ூΔݦඨലءԼ॰ؘଥऱᓰ࿓ޏ
Բᐋࠫऱΰtwo-tiered systemαԶ॰ᓰ࿓Κ
(ԫ)ՕԫΕՕԲᖂسؘႊ։ܑڇքଡᖂ॰ଥք॰ᓰΚ1.ઝᖂፖ۞ྥΔ2.Գᣊ
۩ፖषᄎΔ3.ԱᇞᖵΔ4.ళఽፖࡲඒΔ5.ංፖࢼွ৸ەΔ6.ભᖂፖฤᇆΖ ՕԿΕՕᖂسႊڇ؆ࠟᖂ॰ᙇଥࠟ॰ᓰ࿓Κ1.ࡲඒፖ֮֏Δ2.ሐᐚፖᏝଖΖ ڇรԲၸऱு֨ᓰ࿓խΔݦඨᖂسڇ൶ࡲඒΕॾٛፖୃᖂᤜᠲழΔױאԱ ᇞԳᣊ۩ऱሐᐚ૿ٻΔࠌएৄՕᖂऱႚอאፖٺઝߓᘜٽΖܑਢళᖂፖ
ୃᖂᓰ࿓ֱ૿ऱᖂݦඨኙᖂسآࠐฅᄐऱسڶኔᔆऱᚥܗΖΰGeorgetown University, 1999a, 2000α
(Բ)ڼޏऱֱٻထૹലઝᖂΕ֮ᖂΕᖵΕषᄎઝᖂᏆឩ୶քՕᣊΔ ᏺףԱભᖂፖ᧤ᙀ৸ەऱಝᒭΖՈቔᚐՕԿΕՕऱᖂسᤉᥛԵࡲඒፖሐ ᐚऱ൶ಘΖឈྥڼԫ౻ூբطψு֨ᓰ࿓՛ิࡡᄎω࣍ 1998 ڣॣޡຏመΔ܀ս
ႊᆖመீءຝᖂೃ۩ਙᄎᤜך։ಘᓵΔᆖீ९ፖᇀࠃᄎٵრթױኔਜΔ܀ڂ
ڍઝߓऱ֘ኙΔվຍޏֱூբլ٦ಘᓵԱΖళᖂߓඒຽଆ࿆ళ׀༉ቃྒྷ
एৄՀԫंऱᓰ࿓ޏऱૹរᚨᇠᄎૹထڇᖂسᓰ࿓ᖂ։ᑇΔՈ༉ਢലޢᖂཚ ն॰ᓰԿᖂ։ΰնΫԿࠫαΔޓޏ॰ᓰᖂ։ΰΫࠫαΖΰMcFadden, e-mail, Sept. 10, 2000α
एৄՕᖂऱᓰ࿓ޏᖵᆖԲۍڣΖ19 ધأհছΔψᦰૠωፖψᄎᖆω ਢᓰ࿓ૠऱഗفΔൎᓳ֮ႁඒߛΕߢᖂΕײ֮ࠢᖂ֗ሐᐚᏝଖΖຍԫ
ૠګભഏࠡהળᗫᄎՕᖂऱࠢᒤΔඒፖᖂسՈኙᓰ࿓ऱ։్የრΖྥۖΔ20
ધॣΔေᦸࠫ৫ࠐᓰ࿓ᑑᄷ֏ऱᓢᚰΔ૰ࠌएৄՕᖂؘႊലᓰ࿓ቤፖࠡ
הᖂீऱᓰ࿓ࠫ৫ઌ୲Δאࠌᖂسऱᖂګ࣠ፖࢬᛧऱ֮ᖇױषᄎՕฒ൷࠹
ፖᎁٵΖՈڂڼၸࢤऱᓰ࿓ޏΔࠌएৄՕᖂګഄԫԫࢬΔࠡฅᄐᖂس
শ۵ՕᖂࢭᎁᇷΔࠀฤٽၞԵࠡऄᖂೃ༉ᦰऱળᗫᄎՕᖂΖ
ے3! ౖٽܲ˃ደുӽവࣤढೈ̨ྲྀ
ӽࡧᔈ ു
1789ڣ 1.ψᦰૠωፖψᄎᖆωᓰ࿓
ૠऱഗ៕
2.֮ႁඒߛ
ೈԱࢮԭ֮Εݦᢊؘ֮ଥऱߢᓰ
࿓ΔԳ֮ΕୃᖂΕءഏΕᑇᖂΕᖵ
Εچٵඒᖂૹរ 1820ڣ 1.սլๅᠦψᦰૠωፖψᄎᖆω
ጲళΔ܀ޏψԮڣᖂ࿓ω 2.֮ႁඒߛ
ࢮԭ֮Εݦᢊ֮Εײ֮ࠢᖂΕᖵΕᑇ ᖂΕ۞ྥઝᖂΕԳ֮Εୃᖂ
1925ڣ 1.ᖂཚΫᖂ։ࠫΔઝߓ֏Εᑑᄷ֏
2.ၲࡨࣹૹറᄐඒߛΔ֮ႁඒߛ؈
װڶچۯ
ೈԱࢮԭ֮ΕୃᖂؘଥΔ٨נԮଡᖂ॰
խऱ։ઝؘଥ
1951ڣ 1.֮ႁඒߛᥛಐಯ 2.ᙇଥᓰ࿓ᏺף
ٵՂ
1967ڣ 1.ઝߓᖞٽΕᓰ࿓ຑΕԫીࢤ 2.ؘ྇֟ଥழᑇ
֮ΕषᄎΕ۞ྥΕళᖂΕୃᖂնᖂ॰
ؘଥ
ீءຝ 1982Ϋ 1986ڣૠ
1.༼֒ઔߒࢬΕറᄐඒߛ 2.ᙇࡳૹរ࿇୶ઝߓ
ٵՂ
ீءຝ 1986Ϋ 1990ڣૠ
1.ಘᓵຏᢝඒߛऱૹࢤ 2.ᏺૡு֨ᓰ࿓
ࠫࡳնՕு֨ᓰ࿓ᏆΚ1.ഗءംᠲ ΰഗ៕ୃᖂፖళᖂᤜᠲαΙ2.۞ྥઝ ᖂΙ3.֮ᖂፖᢌΙ4.ᖵઔߒΙ5.ष ᄎઝᖂΖ
1993ڣ 1.ு֨ᓰ࿓ଥૡΔאݙګળᗫᄎՕ ᖂࠌࡎፖߪ։
2.ףൎՕԿΕՕऱு֨ᓰ࿓ಝ ᒭΔܑਢᤉᥛ൷࠹ࡲඒॾٛፖ
ᓰ࿓ऱຯ
3.܀آګפ
Բᐋࠫऱΰtwo-tiered systemαԶ॰ᓰ
࿓Κ
1.ՕԫΕՕԲᖂسؘႊڇքଡᖂ॰ଥ
ք॰ᓰΚઝᖂፖ۞ྥΕԳᣊ۩ፖष ᄎΕԱᇞᖵΕళఽፖࡲඒΕංፖ ࢼွ৸ەΕભᖂፖฤᇆΖ
2.ՕԿΕՕᖂسႊڇ؆ࠟᖂ॰ᙇଥ
ࠟ॰ᓰ࿓Κࡲඒፖ֮֏ΕሐᐚፖᏝ ଖΖ
ၗٰྍǺբޣԾՉǶ
ຍԫंᓰ࿓ᑑᄷ֏Εઝߓ֏ऱޏΔឈࠌएৄၞԵԱભഏඒߛੌΔ
܀Ոດዬๅᠦળᗫᄎඒߛ֮խࢬൎᓳ֮ႁඒߛऱءᔆΖޢԫڻऱ᧢ឈࠐ֘
ኙृऱ֘ᐴΔ܀ਢڇψઔߒωΕψറᄐωᖄऱছ༼ՀΔೈԱڇޏܫխૹع ળᗫᄎႚอΕ֚ඒጲళ֮֗ႁᓰ࿓ऱૹࢤ؆ΔറᄐඒߛऱૹࢤսରᕏԱԫ
֊Ζ1993 ڣऱᓰ࿓ޏΔឈྥቫᇢലຏᢝඒߛឩ୶۟ڣ్Δآᏺף֮ႁு֨
ᓰ࿓ΰܛຏᢝᓰ࿓αऱᖂ։᜔ᑇΔ܀ڼंऱޏګ࣠থڂٺߓऱ֘ኙΔפඓিګΖ
Ёăಕڼݱ̂ጯొ఼ᙊኝ̶̝ژ
एৄᖂೃऱઝߓਢ༼ࠎՕᖂຝᖂسຏᢝு֨ᓰ࿓ऱࢬΖڂڼࠡᓰ࿓
ऱૠਢீءຝࠡהᖂೃޏऱૹࠉᖕΔՈၴ൷ᐙࠡהԿଡՕᖂຝᖂೃΕ᠔ ᖂխ֨ፖऄᖂೃຏᢝᓰ࿓ऱၲᓰΖࠡה؆ٌᖂೃΕᖂೃᥨᖂೃՈઌᤉڇᓰ࿓
១տխᜢ֮ࣔႁඒߛਢળᗫᄎՕᖂऱႚอΔࠀլڂറᄐᓰ࿓ऱᏺףΔ࢙ۖฃΖ ឈྥீءຝٺᖂೃٵᑌقהଚኙຏᢝᓰ࿓ऱૹီΔ܀ؘଥு֨ᓰ࿓ፖᖂ։ڂٺ ᖂೃऱᏁޣլԫΔۖڶࢬլٵΖഄԫઌٵऱਢୃᖂፖళᖂਢࢬڶՕᖂຝᖂسࠟႈ
ؘଥᖂ॰ΔຍՈਢᑛڍතீ९ڇ 1993 ڣψՕᖂு֨ᓰ࿓ޏωխսഒऱΖא ՀਢվீءຝՕᖂೃऱຏᢝᓰ࿓։࣫Κ
ʙă̜୩ደჄჭՐደ!
֮ᖂՓፖᖂՓઃؘႊଥየ۟֟ 120 ଡᖂ։Δઌᅝ࣍ 38Ё40 ॰ᓰΔࠡխץܶ
12 ॰ᓰऱຏᢝᓰ࿓Δႊ࣍ՕԫΕՕԲଥฅΔլױڇٵԫઝߓଥԲ॰ᓰאՂΖ ΰGeorgetown University, 1998α
)Ι*!ᜋਯЖ!
1.֮ᖂײ֮ࠢᖂΕֺለ֮ᖂΕ֮Εࢮཎ֛Ζ
2.ᑇᖂࢨઝᖂױᙇᖗࠡԫΚ(1)ᙇଥՀ٨ࠟઝߓխٚ۶ࠟᓰ࿓ΚسढΕ֏
ᖂΕሽᆰΕᑇᖂΕढΙ(2)ٚ۶ԫᓰ࿓Բᖂཚᓰ࿓ᄗᓵᓰ࿓ΚسढΕ֏ᖂΕሽᆰΕ ᑇᖂΕढΖ
3.षᄎઝᖂΰسढΕ֏ᖂΕढଥೈ؆αਙࢌΕᆖᛎΕ֨ᖂΕߢ
ᖂΖ
4.ᖵᑛ֮֏ I&IIΕᖵ I&IIΕ۫Ζ
5.ళᖂ֚ംᠲࢨᆣᆖ֮ᖂᖗԫፖԫ॰ళᖂߓऱᙇଥᓰΖ 6.ୃᖂཏຏୃᖂᄗᓵፖΰઃؘႊڇୃᖂߓଥฅαΖ )Π*М౩Ᏸ҆ও!
ࠉᖕլٵઝߓऱޣΔᖂسᙇᖗଥፖ೫ଥΖ֮ᖂೃᖂس࣍ՕԿհছݙګ
ଥऱᙇᖗΔᖂೃᖂسႊڇՕԫԵᖂছݙګΖؓ݁ޢۯᖂس۟֟ႊଥ 12 ۟ 14
॰ଥᓰ࿓Ζ
ے4! ̜୩ደ̺̅ਖ਼ࠋՁ
̜ደᘋΆ̺̅ ୩ደᘋΆ
̺̅ ਖ਼
ભഏઔߒΰ12Я14αΔᢌΕଃᑗፖ ᚭᏣΰ12Я10αΔײ֮ࠢᖂΰ12Я20αΔ
ֺለ֮ᖂΔᆖᛎΰ12Я14αΔ֮ΰ12 Я11αΔਙࢌΰ12Я10αΔᖵΰ12 Я11αΔሀᏆઔߒΔזߢΰऄ
֮Εᐚ֮Ε۫ఄ׃֮αΰ12Я10αΔ
ୃᖂΰ12Я9αΔ֨ΰ12Я10αΔष ᄎᖂΰ12Я9αΔళᖂΰ12Я8αΔढ
ΰ12Я12αΖ
سढΰ12Я19αΔ س֏ΰ12Я25αΔ
֏ᖂΰ12Я25αΔ ሽᆰΰ12Я18αΔ ᑇᖂΰ12Я16αΔ ढΰ12Я12αΖ
ԳᣊᖂΔᢌΕଃᑗፖᚭᏣΔᖵᢌΔ ᚭᏣΔଃᑗΔሀᢌΔسढΔ֚ඒઔ ߒΔ֏ᖂΔײ֮ࠢᖂઔߒΔײࠢەײᖂΔ ᎁवઝᖂΔሽᆰΔᆖᛎΔ֮ΔਙࢌΔ ᖵΔإᆠፖࡉؓઔߒΔߢᖂΔᑇᖂΔ խײழཚઔߒΔזߢΰॳࢮ܄֮Ε խ֮Εऄ֮Εᐚ֮Εݦ܄ࠐ֮ΕᆠՕܓ
֮αΔֲ֮Δᆿရ׃֮Δ֮Δ۫ఄ׃
֮ΔୃᖂΔढΔ֨ᖂΔᤕᜤઔߒፖ
֮֏ΔषᄎᖂΔళᖂΔഡՖઔߒΖ
ၗٰྍǺGeorgetown University (1998). Georgetown University’s undergraduate bulletin of 1998-1999 (pp. 61-87). Washington, D.C.: Georgetown University.
ʠăʹκደ!
ᖂسؘႊଥየ۟֟ 120 ଡᖂ։Δઌᅝ࣍ 40 ॰ᓰΔࠡխץܶ 19 ॰ᓰຏᢝᓰ࿓
ፖு֨ᓰ࿓ΖױࠉᅃଡԳ࿓৫ڇڣխଥݙு֨ᓰ࿓ΖԲ॰ઔಘᄎ։ܑڇՕԫΕ ՕԲΔಝᒭᓵ֮ऱᐊ܂ፖઔߒݾ؏Ζೈڼհ؆ΔᖂسؘႊଥଡᖂཚऱรԲ؆
Δאຏመߢ౨Ժྒྷ᧭ΖΰGeorgetown University, 1998α )Ι*ᜋਯЖ!
1.ᖵΰԿ॰α֮۫֏ᄗᓵΰԫ॰αΙࠡהࠟ॰ᖵΔڕࠅΕ խࣟΕॺΕᤕᜤΕࣟᑛΕࢮԭભΖ
2.֮ᖂΰԲ॰αᐊ܂ፖޅေΕ֮ᖂፖᐊ܂ΕᆣᆖΖ
3.ୃᖂΰԲ॰αཏຏୃᖂᄗᓵፖΰઃؘႊڇୃᖂߓଥฅαΖ 4.ళᖂΰԲ॰α֚ംᠲΕᆣᆖ֮ᖂፖԫ॰ళᖂߓऱᙇଥᓰᖗԫΖ )Π*ѴҺᏰਯЖ!
1.ઔಘᄎΰԫ॰α՛ఄඒᖂΔڶڍጟऱᠲࠎᖂسᙇᖗΔڕሐᐚΕਙएΕ
ז֏Ζ
2.ՕԲઔಘᄎΰԫ॰αઔߒֱऄፖཚأܫΖ
3.ਙࢌΰԿ॰αਙएᓵΕֺለਙࢌࠫ৫ΕഏᎾᣂএΖ
4.ᆖᛎΰ॰αଡ᧯ᆖᛎᖂΕ᜔᧯ᆖᛎᖂΕഏᎾ၉࣐ΕഏᎾ८ᘜΖ 5.چΰԫᖂ։αזچቹΖ
ے5! ʹκደĞᘋΆƝय̖ΆƝ̺Άğുᆵά̨ྲྀ
֮֏ፖਙए ΰ9Я10Я12α ഏᎾᆖᛎ ΰ9Я10Я12α ഏᎾᖵ ΰ9Я10Я12α ഏᎾਙए ΰ9Я10Я12α
ፖֺለઔߒ ΰ9Я10Я12α
ၗٰྍǺGeorgetown University (1998). Georgetown University’s undergraduate bulletin of 1998-1999 (pp. 106-108), Washington, D.C.: Georgetown University.
ʭă੦ደ!
ᖂسؘႊଥየ۟֟ 120 ଡᖂ։Δઌᅝ࣍ 40 ॰ᓰΔࠡխץܶ 17 ॰ຏᢝᓰ࿓ፖ 14॰ு֨ᓰ࿓ΖΰGeorge University, 1998α
)Ι*ᜋਯЖ!
1.ᆖᛎΰԲ॰αଡ᧯ᆖᛎፖ᜔᧯ᆖᛎΰڇՕԲଥαΖ
2.ഏ֮ᖂΰԲ॰α֮ᖂፖᐊ܂Εᐊ܂ፖޅေΰՕԫαΕᆣᆖΰՕԲαΖ 3.ᑇᖂΰԫ॰αპᗨ։Ζ
4.ୃᖂΰԲ॰αཏຏୃᖂᄗᓵፖΰઃؘႊڇୃᖂߓଥฅαΖ 5.ళᖂΰԲ॰α֚ംᠲΕᆣᆖ֮ᖂፖԫ॰ళᖂߓऱᙇଥᓰᖗԫΖ 6.֨ЯषᄎᖂΰԲ॰αषᄎᖂᄗᓵΕཏຏ֨ᖂΖ
7.ᖵЯਙࢌЯײ֮ࠢ֏ΰԲ॰αٚᙇࠟ॰ᄗᓵᓰ࿓Ζ 8.ຏᢝᙇଥΰ॰αΖ
)Π*୦ᏰਯЖ፞แ!
1.ᄎૠΰԲ॰αΖ 2.ᚨشอૠΰԲ॰αΖ
3.ࠃऄЯਙᣂএΰԫ॰αΖ 4.ഏᎾᄐΰԫ॰αΖ
5.ᇷಛߓอΰԫ॰αΖ 6.۩ᔭΰԫ॰αΖ
7.ጥፖิ៣۩ΰԫ॰αΖ 8.ጥઝᖂΰԫ॰αΖ 9.سขፖᖙ܂ጥΰԫ॰αΖ 10.ٞᄐषᄎຂٚΰԫ॰αΖ 11.ٞᄐਙΰԫ॰αΖ
ے6! ੦ደĞᘋΆƝय̖ΆƝ̺Άğുᆵά̨ྲྀ
ᄎૠ ΰ17Я14Я6α
८ᘜ ΰ17Я14Я5α
ഏᎾٞᄐ ΰ17Я14Я6α
ጥ ΰ17Я14Я5α
۩ᔭ ΰ17Я14Я5α
ၗٰྍǺGeorgetown University (1998). Georgetown University’s undergraduate bulletin of 1998-1999 (pp. 121-132), Washington, D.C.: Georgetown University.
Ͳăᛖ୩ደ!
٥ڶઝߓΚᥨΕઝᖂಳ᠋Ε᠔᛭ߓอΕഡՖ᠔᛭Ζᖂسؘႊଥየ 120 ଡ ᖂ։Δץܶ 8 ॰ຏᢝᙇଥᓰ࿓ፖ 5 ॰ுؘ֨ଥΰGeorgetown University, 1998αΖ
)Ι*ᜋ҆ও!
1.֮ΰԲ॰αΖ 2.ཏຏ֨ᖂΰԫ॰αΖ 3.षᄎᖂΰԫ॰αΖ 4.ΰԫ॰αΖ 5.ୃᖂΰԫ॰ᄗᓵαΖ 6.ళᖂΰԲ॰αΖ
)Π*៖౩ᏰਯЖ҆ও!
1.Գ᧯سढᖂΰԲ॰αΖ 2.֏ᖂΰԫ॰αΖ 3.ཏຏ֨ᖂΰԫ॰αΖ
4.ൈঅፖఏఐቃΰԫ॰αΖʳ
एৄՕᖂՕᖂຝଡᖂೃհᖂسฅᄐᖂ։ऱࡳਢԫીऱΔઃႊ۟֟ଥየ
120ଡᖂ։Δ38 ॰ᓰ࿓אՂΖٺᖂೃऱؘଥᓰ࿓ᑇؾڶฆΔאᖂೃຏᢝு֨
ᓰ࿓ 17 ॰່ڍΔᥨᖂೃ 8 ॰່֟Δؓ݁ 12 ॰ؐ׳Δ٥۾ࢬڶฅᄐᓰ࿓ᑇ 29%Δ܀ֺ٤ભՕᖂຏᢝᓰ࿓ 33%܅ΖຍۿፖԫԳࢬཚৱળᗫᄎՕᖂؘࡳֺ
ࠡהՕᖂڇຏᢝᓰ࿓ᖂ։ለऱࠥࣨٱွլฤٽΖࠡڻΔீءຝ֮ᖂೃΔឈྥ
ᖜದࢭႚળᗫᄎՕᖂႚอऱૹຂՕٚΔՈފዝு֨ᓰ࿓ޏ᧢ऱ٣ᔴߡۥΔ܀ຏ ᢝᓰ࿓ࢬ۾ऱۍ։ֺࠀॺ່Δ֘ۖਢᖂೃለڍΔො።ᐋ૿ޓᐖΖڇᖂೃு֨
ֱ૿Δ֮ᖂೃբലڼԫຝ։ፖຏᢝு֨ٽࠓΔᖂೃፖ؆ٌᖂೃޣᖂس؆
ଥ 10 ॰אՂ٥ٵᖂೃؘଥΔڕ؆ٌᖂೃࡳؘႊଥچፖਙࢌΔᖂೃঞૹီ
ᄎૠΕᄐፖᇷಛറᄐಝᒭऱԵ॰ᓰ࿓Ζଥு֨ԾڂᖂೃઝߓլٵΔฆޓ ՕΖڕ֮ᖂೃ༉ઌ 8 ॰Ιᖂೃڇຏᢝு֨ፖᖂೃு֨٥۾ࢬڶଥᓰ᜔ᑇऱ 77%אՂհ৵Δࠀྤ֜Օ़ၴղٺઝߓऱଥΕؘଥΖᥨᖂೃڇᖂسՕԫΕ ՕԲଥݙګຏᢝፖᖂೃு֨հ৵Δࠀྤࣔࡳᖂسؘႊଥ։ઝ߷ࠄؘଥΖٺᖂ
ೃࢬڶؘଥᖂ։ۍ։ֺΔאᖂೃ 90%່ΔࠡڻᖂೃΕ؆ٌᖂೃ 77.5%Δ
່܅֮ᖂೃ 57.5%ፖᥨᖂೃ 32.5%Ζ
ے7! ౖٽܲ˃ደ˃ደఋ
ᘋ
ുڟл˷̨˷! ̜୩ደ! ੦ደ! ʹκደ!ᛖ୩ደ ϒमϨय̖Άү Ɲл˷̨!
ฅᄐᚨଥᖂ։
ፖᓰ࿓ᑇ 120Я40 120Я40 120Я40 120Я40 ຏᢝு֨ 12 17 9 8 11.5Я29%
ᖂೃு֨ 14 10 5 9.6Я24%
ଥு֨ 11Я19
ΰ֮ᖂೃЯᖂೃα 5 12 15.6Я39%
ؘଥᑇ᜔ٽ 23Я31
ΰ֮ᖂೃЯᖂೃα 36 31 13 26.8Я67%
ٺᖂೃࢬڶؘଥᖂ։ᑇֺ
57.5%Я77.5% 90% 77.5% 32.5%
ڂڼΔएৄՕᖂຏᢝᓰ࿓ऱቤױូՀ٨༓ଡរΚ
ԫΕຏᢝᓰ࿓ኔਜऱૹរਢאீءຝԿଡՕᖂຝ֗᠔ᖂխ֨ऱᥨᖂೃ
ΖऄᖂೃΕ᠔ᖂೃፖઔߒࢬᖂೃࠀྤؘଥऱຏᢝᓰ࿓Ζீءຝऱ֮ᖂೃٺႈ
ு֨ᓰ࿓ൻਜਢࠡהᖂೃُயऱᑑᄷΔ܀ਢࠡהԿᖂೃսൎᓳڇറᄐᏆխፂᥨ ળᗫᄎ֮ႁႚอऱެ֨Ζ
ԲΕೈԱՕԫΕՕԲٺԲ॰ୃᖂፖࡲඒਢࢬڶᖂೃઃઌٵհ؆Δࠡຏᢝு֨
ڂլٵᖂೃऱᏁޣΔڇଥᓰ࿓փ୲ፖᑇၦٺڶլٵΖ
ԿΕᖂೃຏᢝு֨ᓰ࿓ਢᖂೃխ່ڍΔᖂسؘଥઝؾऱֺࠏՈ່Δઌ ኙچΔ֮ᖂೃፖᥨᖂೃղᖂسለڍ۞طᙇᖗᓰ࿓ऱᖲᄎΖ
ΕፖભഏࠡהઔߒՕᖂઌֺΔएৄՕᖂऱຏᢝᓰ࿓ऱᑇၦ᜔ᑇऱԿ։
հԫլࠩΔ؆ٌᖂೃፖᥨᖂೃऱຏᢝᓰ࿓ڶ 20%Δאറᄐᓰ࿓Δڂڼຏ ᢝᓰ࿓ࠀլڂਢળᗫᄎՕᖂۖڶለΖຍۿፖࠡլឰڇඒߛࠌࡎխൎᓳຏᢝඒ ߛڶࣔ᧩ऱנԵፖᆵΖ
նΕୃᖂፖళᖂڇᆖᖵڍڣࠐऱᓰ࿓ޏΔឈྥսঅఎΔ܀ᖂ։ᑇբ૾܅
۟քଡᖂ։Δۖᓰ࿓ټጠբޓޏᛀီࡲඒᐋ૿ऱംᠲΔۖլਢ֚ඒඒᆠऱ
ႚሒΔڕՕԫՂऱళᖂؘଥψ֚ംᠲωΰthe Problem of GodαΖ
ౙăኝనࢍ۞Җ߆ྻүሀё
ળᗫᄎ໌ᙄඒߛհॣΔீ९ਢᖂீ༳༽ீ೭ሎ܂່ૹऱԳढΔլᓵਢᓰ࿓
ૠΕඒஃᆤٚΕᆖ၄ᤂൻΕᖂسԵᖂΔઃႊٻ᜔ᄎ९֗ઊᄎ९ܫΖऴࠩ
20ધॣΔࠡءߪՈਢળᗫᄎᄎՓऱળᗫᄎՕᖂீ९լႛਢᖂீ۩ਙᄐ೭ऱᏆᖄ
ृՈਢެृΖኙ࣍٤ீᓰ࿓փ୲ऱૠΔೈԱؘྥࠉᖕળᗫᄎψᄎᖆωፖψᦰ
ᒤωऱഗءঞፖᦫ࠷ࠡהળᗫᄎՓඒऱრߠ؆ΔՕᖂீ९ڇᓰ࿓Ղڶৰ ՕऱဪၦᦞΖ
एৄᖂೃ৬ீհॣΔீ९ܛਢᖂீ۩ਙᦞԺऱխ֨Δኙᓰ࿓փ୲ऱެڶ ᄕՕऱᖄᦞΖᔥ्ళ׀ΰDurkinα༉։࣫ᅝழீ९ڇᓰ࿓ެऱߡۥΚ
ψԱጥᖂீᓰ࿓ፖீ೭إൄሎ܂Δ୮९ڤጥऱᑓڤ৬مದࠐΖீ९
ޓႊᒔঅࠡച۩ΖהؘႊፖᖂسऱࢬڶૹەᇢΔᆖൄီኘᓰഘΔ۟ீ
ፆՈਢீ९ऱຂٚωΰDurkin, 1964: 9-10αΖ
ط࣍ᖂسԳᑇ֟ΔᖂீඒऱԳᑇՈլڍΔएৄՕᖂீ९ᆖൄڇၲᖂऱ รԫ֚״ႃएৄՕᖂ٤ீඒஃፋႃڇீ९ᙄֆಘᓵᄅᖂཚऱᓰ࿓փ୲Ζ܀ᖵ ᆖԱԲۍڣΔվएৄ 1,500 ڍۯඒஃؘႊڇছԫᖂཚԲִհছലᓰ࿓ၞ৫।
ٌղٺߓࢬΔࠀڇִऱรԫଡਣཚٻݝቃૡՀᖂཚऱඒઝΖڂڼΔᙟထᖂ
ீֲఛऱឩךΔஃسऱᏺףΔएৄՕᖂऱᓰ࿓ެመ࿓Ոؘྥਢႊطొऱீ
९ᖄΔດዬ᠏᧢ګޓࠫ৫֏ऱެᑓڤΔאᔞᚨઝߓ֏Εڍց֏ፖറᄐ֏ऱᓰ
࿓փ୲Ζ
ʙăमჄ֏͂їއѝڟՏѓ!
60ڣזհ৵Δભഏ૿ᜯԫଡਙݝፖषᄎᏣ᧢ऱਗᖏΔળᗫᄎඒߛڇᓰ࿓
ڍց֏Εറᄐ֏ֱ૿ڂۖ࠹ࠩৰՕऱᓢᚰΖڕᖂسኙᙇᓰ۞طऱޣΔᄅၞڇঋ ඒኙᓰ࿓റᄐ֏ऱཚৱΔઃআࠌएৄՕᖂڇᓰ࿓ऱփ୲ፖެመ࿓Δႊٽ ᖞ᧯ඒߛᛩቼऱႊޣΖ1965 ڣතᆳࡽรԲࡻՕֆᄎᤜհ৵ޓףຒຍጟޏ᧢Ζ 1968ڣᖂீ۩ਙፖળᗫᄎቸ᧯ऱ։एΔิګऱԫଡᗑمΕॺᛜܓऱΰindependent
and non-profitαತቸऄԳΰCorporationαΖएৄՕᖂீ೭ሎ܂ΔՈإڤچᝬٻᖂ
ீ۞एፖᖂᏆᖄऱଈΖீ९լ٦٤ᦞᖄᓰ࿓ऱቤΔۖطԿீ۞࿇୶Ζ Կீऱ೫ீ९ঞ࠷זீ९ऱߡۥΔ։ܑຂᅮፖሎ܂ᖂᓰ࿓ऱࠫࡳΔೃ९ ፖߓٚऱߡۥᏺൎΔඒऱፖՈڂ 1967 ڣψඒᤜᄎωΰFaculty Senateα ऱګمޓףឩՕΖ
)Ι*Ᏸਮߝ!
ᖕψඒஃ֫םωΔ۩ਙᖂ೫ீ९։ܑਢԿଡீ່ऱᏆᖄृΔך։ຑᢀ ࢬጥᝤᖂೃհၴऱᄮຏጥሐΖᅮࠀڜඈᇠீփࢬڶᖂᄎᤜऱ״ႃ֗ඒᄎ ᤜऱᜰ۩Ζೈڼհ؆Δ۩ਙᖂ೫ீ९Ոਢೃ९ᄎᤜऱஂΕٺᖂೃ۩ਙᄎᤜऱ ᅝྥࡡ֗ீ९փᎹऱԫΔފዝထᄮຏຑᢀᖞٽٺೃհၴऱᖂࠃ೭֗ച۩ᖂ
ீٺႈඒߛؾᑑऱڍૹߡۥΰGeorgetown University, 1987αΖྥۖڇᓰ࿓ֱ૿Δ೫
ீ९լႊऴ൷ຂ٤ீᓰ࿓ऱࠫࡳΔۖਢຏᢝᓰ࿓ऱᖞٽՠ܂Ζ
1967ڣீءຝຏᢝᓰ࿓ऱޏਢط֮ᖂೃೃ९ଈ٣࿇ದΔࠀᖄຂᓰ࿓
ऱቤΔࠡהᖂೃጹ൷ထಳᙟΖᖂ೫ீ९ऱٚ೭ܛਢං೯ޏ֗ᖞٽຑᢀ ٺᖂೃၴऱࣴߠΖ80 ڣזհ৵Δ೫ீ९ݦඨڇᓰ࿓ऱቤՂ౨ޓڶᖄऱ౨ԺΔ
܀ਢڇඒፖᓰ࿓ެऱߡۥດዬᏺൎ৵Δ೫ீ९ऱެߡۥઌኙ྇இΖ ψ1982Ϋ1986 ڣω֗ψ1986Ϋ1990 ڣωࠟڻնڣޏૠխΔ೫ீ९ڇรԫ ڻޏឈਢᖄृΔ܀ڇፖٺߓࢬٚ֗ඒಘᓵᓰ࿓ऱޓ೯Δᙇࡳૹរઝߓ֗
ೖַࢵسऱઔߒࢬհ৵Δথᔡࠩψඒᤜᄎωऱ֘ኙΔ່৵ᇀࠃᄎဪࡳૹᄅଥ ޏઔߒࢬऱ۩ਙጥΔਙࢌΕᆖᛎ֗ୃᖂԿߓႊૹ༼ޏֱூΔ܂ᇷᄭૹᄅ։
ऱەΔࢮԭઔߒࢬ֗ᤕᜤઔߒࢬঞದڽڃسΰBrown, interview, July 21, 1999αΖ ڇรԲڻޏΔ೫ீ९ፖೃ९ᄎᤜ٦৫ޣٺߓࢬڕ۶ኙڇᓰ࿓խঅڶળᗫ ᄎᔆ܂נܫΔګمு֨ᓰ࿓ࡡᄎᖞٽٺߓࢬऱ৬ᤜΔࠀڇٺᖂೃऱ۩ਙᄎ ᤜխך։ಘᓵΖ܀ਢٺߓࢬսڶઌᅝڍլٵऱ৬ᤜΖ1996 ڣऱு֨ᓰ࿓ޏΔ೫
ீ९ឈ֭ு֨ᓰ࿓ࡡᄎΔࠀݦඨ౨ലு֨ᓰ࿓ޏࠟᐋࠫΔ܀ڂࠐ۞ୃᖂΕ ళᖂΕ֮ߓൎ௺ऱ֘ኙۖ܂ᒽΰProvost’s Newsletter, 1999αΖ
ᖂ೫ீ९ڇᓰ࿓փ୲ޏऱᖄ౨ԺΔڇ 70 ڣזհ৵բດዬՀ૾Ζڇ 80 ڣזΔޓࣔ᧩چऱנ೫ீ९৺ᖞٽᄮຏٺೃऱு֨ᓰ࿓ऱܘԺΔ܀ڇᖞٽऱ መ࿓խΔٺೃऱࣴߠսՕΔ೫ீ९࿇ཀऱ़ၴઌኙૻࠫΖྥۖהڇቃጩऱ൳ ౨ԺսઌᅝऱՕΖڂڼΔ60 ڣזհ৵Δឈྥٺೃٺߓኙຏᢝᓰ࿓ࢨറᄐᓰ࿓ፖ
ެመ࿓ऱ࿓৫ઌᅝൎႨΔܑਢ 90 ڣזհ৵Δ܀ਢٺೃቃጩऱࠐᄭսط೫ீ९
༳༽ڍΔၴ൷ࡐԱ೫ீ९ڇᓰ࿓ެխऱᐙԺΖ )Π*ߝ!
ᖕψඒஃ֫םωΔೃ९ਢᖂೃ່ऱ۩ਙጥΔᖜٚ۩ਙᄎᤜऱஂ֗ೃփ ࢬڶࡡᄎᅝྥࡡΔऴ൷ຂᅮڶᣂٺೃඒ֗ᖂسհٺߓࢬऱᓰ࿓Ζࠀ
ڶᆠ೭ച۩ᖂீٺႈਙፖආشլፖᖂீਙઌࣂᤛऱٺႈೃ్ࡳΖೃ९ڇ 70 ڣזऱᖂࠃ೭ߡۥઌᅝऱૹΔܑਢᓰ࿓փ୲ऱᖞٽΚ
ψהؘႊᎁवඒߛፖറᄐᏆऱٺႈംᠲΔᥛԱᇞࠡ࿇୶ऱႨ֗ߨٻΖ ࠀڇ۩ਙᄎᤜխΔኙᓰ࿓Εઝؾ֗ඒᖂֱऄ܂ᔞᅝऱଥૡאٽኔᎾऱറᄐᏁω ΰGeorgetown University, 1987: 11-12αΖ
ڂڼΔೃ९ኙٺೃᓰ࿓ऱࠫࡳመ࿓լႛڶᖄᦞΔۖኙറᄐᓰ࿓آࠐऱ࿇
୶ֱٻޓڶऴ൷ऱᐙԺΖ
1967ڣएৄՕᖂ֮ᖂೃၞ۩ଈंऱᓰ࿓ޏΖ֮ᖂೃೃ९ܛފዝԫଡ
ං֫ऱߡۥΔᖄޏऱֱٻΔՈઌᤉ೯ீءຝࠡהᖂೃऱᓰ࿓ޏΖψ1981 ڣ۞ݺေᦸܫωΰGeorgetown self evaluation Reportα༉ᎅࣔೃ९ڇᖞٽᓰ࿓խ ऱߡۥΚ
ȨᏢਠύޑঁᏢଣǴҗݤᏢଣԿៈᏢଣǴҗᙴᏢଣԿᏢଣǴଣߏ
ࣣॄೢᆅᗄঁس܌ፐำޑठ܄Ǵ܈ԿϿගٮঁࣽسᕇளᏢՏঅ
ޑፐำǶεठٰᇥǴঁᏢଣፐำीᆶೕჄǴࢂଣߏޑೢҺȩ ȐGeorgetown University, 1981: 21ȑǶ
೫ீ९ؒிΰBrownαՈᎁएৄՕᖂٺೃೃ९Δڇ 80 ڣזऱᓰ࿓ዌޏ
խΔࠠڶૹᏆᖄچۯΚ
Ȩፐำ่ᄬख़ಔޑ߃යȐ60 ԃжϐȑǴଣߏޑفՅ٠҂ڙډख़ຎǶ80 ԃжӚਠ၂კӝӚଣޑፐำϐਔǴଣߏࢂਠҁፐำׯॠޑǶ дޑрৢж߄ᏱԖᆶᏢਠύѧՉࡹΓኬޑӦՏǶԶߚѝࢂঁӦБ
܄ǴӚଣޑሦᏤΓȩȐGeorgetown University, 1981: 102ȑǶ
௧ΰHellwig, interview, July 2, 2001αՈᎁೃ९ਢٺೃு֨ᓰ࿓ࠫࡳऱ
۩ਙᏆᖄृΔլᓵڇຏᢝு֨ࢨਢറᄐு֨ᓰ࿓Ζ܀ڇඒፖீ೭۩ਙऱრᢝ ᏺൎհՀΔೃ९ೈԱႊٽᖂீᐋᓰ࿓ਙऱֱٻΔޓႊףൎፖඒᄮຏլٵ ऱრߠΔאࠫࡳޓฤٽٺᖂೃۥऱറᄐᓰ࿓Ζ
)έ*فкӈ!
60ڣזၲࡨΔएৄڍઝߓऱߓٚբլ٦طళԳᖜٚΖڇঋඒऱ ףԵΔޏ᧢ԱٺߓඒิګዌΔআࠌٺߓऱኙ۩ਙ۞ᦞऱࣹૹΖၴ൷چΔߓ
ٚऱᏆᖄߡۥՈڂۖޓݮૹΖᖕψ1981 ڣඒஃ֫םωΔߓٚڇڶᣂᓰ࿓
ֱ૿ऱຂڕՀΚ
1.ߓؘٚႊᅮߓՂԳΔڶᣂᖂࢨݾՂऱࠃ೭Ζ
2.הؘႊຂঅߓՂᔆऱඒᖂΔࠀڇߓՂඒऱ৬ᤜհՀΔլሔહ
۩ਙᄎᤜࢬࠫࡳऱؾᑑፖֱٻΔެࡳߓՂᓰ࿓ऱؾᑑΖ
3.הႊፖೃ९ڇᓰ࿓ፖᖂسֱ૿ך։ᄮຏΔࠀኙೃ९ຂΖ
4.הႊፖߓՂඒٽ܂ΔאᄷໂߓՂٺᓰ࿓ऱඒᖂၞ৫।Δࣔ٨ᓰ࿓ऱؾᑑΖ 5.הႊլឰऱԱᇞࠡറᄐᏆऱ࿇୶ֱٻፖႨΔࠀٻೃ९༼ࠎڂᚨழႨऱ Ꮑࢬ܂ऱᓰ࿓ଥإ৬ᤜΰGeorgetown University, 1987αΖ
ߓٚኙߓՂറᄐᓰ࿓ऱփ୲ڶࠫࡳ֗ᅮऱຂٚΔܑਢԫࠄڶઔߒࢬ ऱઝߓΔߓٚޓႊەၦՕᖂຝᓰ࿓ፖઔߒࢬᓰ࿓Ꮂ൷ऱംᠲΖߓٚਢ່ऴ൷ ԱᇞߓՂറᄐᓰ࿓ᏁޣΔፖߓՂඒ൷ᤛᄮຏऱ່ૹԳढΔڂڼΔ60 ڣזհ
৵ΔߓٚດዬފዝᖄߓՂറᄐᓰ࿓࿇୶ऱߡۥΖڕళᖂߓ 60 ڣז৵ऱᓰ࿓ޏ
ܛਢطߓٚሼΰJohn I. RyanαࢬᖄΖሼ۞ 1963 ۟ 1966 ڣհၴᖜٚళ ᖂߓรԫۯॺళԳऱߓٚΔڇߓ೭ᄎᤜխሼൎ௺ऱ।ሒנᖂسࠡኙళᖂ ᓰ࿓ऱ֘ტΔᎁႊᖕᖂسऱᏁޣΔא֗ቔᚐᖂس۞طᖂऱנ࿇រհՀΔޏ
ڶऱళᖂᓰ࿓ΖהՈᎁᚨڇᓰ࿓խ༼ࠎᖂسॺഗᅮஈፖഗᅮஈ܂ृऱళᖂ
܂Δࠀၲ࣋ಘᓵΰMcFadden, interview, June 29, 2001αΖሼאԫۯॺళԳ
ऱߪ։ΔᖄߓՂऱᓰ࿓ֱٻΔࠡऄլႛ᠏᧢Աళᖂߓ 70 ڣזհ৵ᓰ࿓ऱڍց
֏ߨٻΔՈലߓٚኙറᄐᓰ࿓ࠫࡳመ࿓ऱᐙԺ࿇ཀᄕીΖ
ೈԱറᄐᓰ࿓հ؆ΔߓٚՈᗨᄕऱፖຏᢝᓰ࿓ऱެመ࿓Ζڕຽଆ࿆ళ
׀ΰMcFaddenαڇ 1967 ڣᖜٚߓٚΔ૿ᜯԱएৄՕᖂு֨ᓰ࿓ޏऱૹ
ழࠥழΔ༉ᗨᄕऱං೯ࠟٙࠃΚ1.ࡳࢬڶऱᖂسଥళᖂᓰ࿓Δ2.૾܅ళᖂᙇଥ
ࠟ॰Δ٨ՕԫΕՕԲؘଥΰMcFadden, 1990αΖឈྥ૿ኙߓՂڶࠄඒऱ֘ᐘΔ
܀ਢߓٚڶৰՕऱᐙԺڜᐿլየऱᜢଃΖ80 ڣזΔएৄՕᖂڇᝬٻு֨ᓰ
࿓ᖞٽհᎾΔߓٚऱߡۥޓਢᜰߩ᎘ૹΖψ1996 ڣඒஃ֫םω༉ࣔػऱࡳΚψߓ
ؘٚႊᙇᖗߓՂࢬղऱᓰ࿓ωΖߓؘٚႊຂߓՂૠڜඈᔞٽऱᓰ࿓Δ լႛਢڇറᄐᓰ࿓Ղٽषᄎ೯ٻאፖઔߒࢬඒߛᎲ൷Δڇຏᢝᓰ࿓ऱං೯ֱ
૿ΔޓႊፖߓՂլٵრߠऱඒᄮຏթױሒګΖ )Ѳ*ఀ௲ޟᇄ!
ඒፖᖂீᓰ࿓ऱࠫࡳױ։ຏᢝு֨֗റᄐᓰ࿓Ζ60 ڣזհছΔඒኙ
റᄐᓰ࿓ऱࠫࡳመ࿓բڶઌᅝ࿓৫ऱፖΖឈྥެऱփ୲սႊᆖೃ೭۩ਙᄎ ᤜΔீءຝ۩ਙᄎᤜ֗ீ९ுΔ܀ඒऱᓰ࿓ፖᦞਢ्ࡳऱΖ1967 ڣψඒ
ᤜᄎωΰFaculty SenateαऱګمԾޓףঅᎽඒፖᓰ࿓ެመ࿓ऱຂٚፖ ᆠ೭Ζ60 ڣזհ৵ΔٺઝߓԱञ࠷ᜤ߶ऱᆖ၄ᇖܗΔؘႊኙᓰ࿓ᔞᅝऱଥإ אฤٽᜤ߶ऱޣΖ1967 ۟ 1970 ڣΔ᠔ᖂೃ೫ீ९ຽ߷༼ΰMatthew F. McNultyα
֗ᢅཎೃ९ΰJohn Roseαፖඒ٥ٵٽ܂ޏ᠔ᖂߓඒߛᓰ࿓Δאञ࠷ 5 ڣ 850 ᆄભցऱᇖܗΖऄᖂೃՈਢڇඒऱፖՀΔၲ࿇ڍᄅऱᓰ࿓ፖઔಘᄎΖೈڼ հ؆Δ׃᠔ᖂೃᏺףᄅऱഗ៕ઝᖂᓰ࿓Ι؆ٌᖂೃΕ֮ᖂೃՈઃઌᤉޏٺઝ ߓऱറᄐᓰ࿓Ζඒऱറᄐ९թګ֭ٺઝߓറᄐᓰ࿓ޏऱഗفΰGeorgetown University, 1970αΖ
1970ڣհ৵ΔٺઝߓޓᆵኔԱඒፖറᄐᓰ࿓ऱެመ࿓ΖٺீΕᖂೃΕ ߓ։एΔՈආ࠷լٵऱެ࿓ݧΖ܀ઌٵऱਢΔٺߓඒऱߡۥֲఛૹΖψ1981 ڣएৄՕᖂ۞ݺေၦܫઔߒᖂೃωխ༉ך։ऱᎅࣔຍွΚ
ȨӧࣴزᏢଣǴᗨฅଣߏǴՉࡹǴᆶӚሦୱہჹӚس܌ፐำԖ ቹៜΚᆶӕཀǶՠӚسӧፐำޑϣǵࣴزБݤǵຑໆБԄǴёբ ԾρޑᏢೌ،ۓǴձࢂࣴز܌ፐำǶݤᏢଣࣴزଣଣߏჹܭݤᏢଣޑ ፐำֹӄคቹៜΚǶᙴᏢଣǵУᙴϷៈᏢଣБय़Ǵፐำޑ،ۓǴΕᏢ
ࡹϷ௲ޑϩଛΨࣣҗӚس،ۓȩȐGeorgetown University, 1981: 21ȑǶ լႛڕڼΔᖂೃΕ؆ٌᖂೃΕ֮ᖂೃऱൣݮՈઌٵΖٺઝߓڇઔߒࢬࢨ Օᖂຝറᄐऱᓰ࿓ႜٻ۞एΔ۞ݺ࿇୶Ζឈྥڇ࿓ݧՂΔսႊᆖطઔߒࢬೃ९ࢨ ਢٺೃೃ९ऱٵრΔ܀ٺߓڶઌᅝՕऱ۞एᦞެࡳറᄐઝؾՂᓰհழᑇΕփ୲Ε ەᇢऱֱڤፖᓵ֮Ζ௧༉։࣫ 1970 ڣհ৵ඒڇറᄐؘଥᓰऱߡۥΚ
ȨঁࣽسѸঅޑፐำ೯தࢂҗӚسޑ௲ӧس୍ύ،ۓޑǶ ӧύǴ௲ஒԵቾፐำՉޑރݩǴځдᏢଣޑբݤϷࣴز܌ჹ εᏢፐำޑයࡑǴаࣁፐำڋۓޑБӛȩȐHellwig, interview, July 24, 1999ȑǶ
90ڣזΔएৄՕᖂ۩ਙᅝݝՈઌᅝऱ֭ٺߓറᄐᓰ࿓ऱ۞एΖ1996 ڣ
֮ߓඒެᤜല๎Փֺࠅᓰ࿓طؘଥޏᙇଥ֧ದ؆ऱԫೄᖓٕΖψٱچڜ߷
ंߺཎհਣωΰIndianapolis Starα༉ေᓵएৄऱ܂ऄψړֺലᑇᖂطՠ࿓ઝߓխ ܔೈԫωΰWilson, 1999αΖ٤ഏீ֖ᜤᓩᄎஂΰThe National Alumni Forumα Ոᎃߢല࿇೯ՕฒऱԺၦΔ֘ኙएৄຍႈᓰ࿓ऱޏ᧢Ζړ༓ۯएৄՕᖂऱฅ ᄐீ֖ΔࠡխԫۯထټऱπՕऄஃρΰExorcistα܂ृؒሼ༼ΰWilliam Peter BlattyαΔ ᎃߢٻᖂீਜᚘޏ᧢֮ߓᓰ࿓ऱެᤜΖ܀ਢएৄՕᖂऱ࿇ߢԳقΔՕ ऱඒڶݙ٤ऱ۞ᦞެࡳᓰ࿓ऱփ୲Κ
ȨҺՖᏢਠޑ௲ऩϢԾρӧ೭ᚒύଏᕭǴ൩ࢂᅿ৭ଋǶၮҔਈ
ࣁᅿπڀٰڋᏢਠፐำ،ࢂᅿᒱᇤޑБݤȩȐWilson, 1999:
431ȑǶ
ᖵᆖԿԼڣऱ᧢Δඒፖറᄐᓰ࿓ऱࠫࡳբط೯᠏᧢೯ऱᑓڤΖ ڇߓٚऱᏆᖄհՀΔٺߓઃڶኙऱ۞ᦞެࡳᓰ࿓ऱֱٻΔאฤٽٺઝߓറ ᄐᏆऱᏁޣΔ܀ඒսႊڇਬࠄਙՂፖೃ९֗ᖂ೫ீ९ٽΖຽଆ࿆ళ׀
༉ᎅΚψվएৄऱඒឈటإऱ౨༳༽ᓰ࿓ऱࠫࡳΔ܀ਢսႊፖԫࠄ۩ਙԳ
യ֊ऱٽ܂Δܑਢೃ९ፖ೫ீ९ωΰMcFadden, interview, June 29, 2001αΖྥۖΔ
ࠠڶറᄐᏆඒڇᓰ࿓ࠫࡳመ࿓խΔࢬފዝऱߡۥֲఛऱૹΔ࠹ࠩᖂீऱ
༇ૹΔਢլױܡᎁऱࠃኔΖ
70ڣזၲࡨΔඒፖᖂீ۩ਙࠃ೭ດዬᥬΔೈԱߓՂऱറᄐᓰ࿓Δڶᣂ ٤ீࢤऱு֨ᓰ࿓ՈڶඒၲࡨᗨᄕऱፖΖ1989 ڣળᗫᄎ᜔ᄎ९፟ᜯएৄዝ ᝑൎᓳΔળᗫᄎՕᖂႊᤉᥛঅڶળᗫᄎءᔆۖܘԺΔψળᗫᄎඒߛऱۥ༉ਢא ᏝଖᖄٻΔᖞٽࢤΕഏᎾࢤፖሀઝߓऱᓰ࿓ૠΔࠀᣂ֨ֆؓإᆠፖᚥܗᒡԳ
ࠟႈषᄎᤜᠲωΰGeorgetown University, 1993: 63αΖԱኔᔌڼળᗫᄎऱඒߛ
უΔ1990 ڣएৄՕᖂீ९ᝮᓮԿଡீऱඒፖԫߓ٨ψᄅᦰૠΚ
एৄፖᢅᤌࢮωஆᓫᄎΖڶല२ 100 ۯඒ൷࠹ԱᝮᓮΔࠀ༼נࠠ᧯ऱᓰ࿓ޏ
ֱூΚ1.ሀ֮֏ඒߛΔቔᚐඒലڍց֮֏ऱᤛߡᘜԵᓰ࿓հխΙ2.ઝᖂΕઝݾ֗
षᄎֱ૿ΔףൎᖂسऱઝᖂඒߛΙ3.ඒߛᏝଖፖ۩ऱٽΔലषᄎࣚ
೭ᘜԵᓰ࿓հխΙ4.უቝፖ໌ທԺڇຏᢝඒߛފዝऱߡۥΔףൎࠀഛᕆᖂسભᖂ
ైᕆΙ5.ᜰᙄψᦰૠωઔಘᄎΔൎᓳ٤ԳඒߛΔ٤ᨠ֗ᏺၞषᄎऱֆؓإ ᆠΖ
ڇڼሀԿீऱຏᢝᓰ࿓ᄎᤜխΔᖂீቔᚐ༇ૹඒڇຏᢝᓰ࿓խऱറᄐچ ۯΖࠀං೯ᓰ࿓ޏΔאٻሀᏆᖞٽऱֱٻΖ܀֮ᖂೃઝᖂߓऱඒآ
ፖڼᄎᤜΔࠌઝᖂඒߛං೯ऱ֭ԺၦΖ
1993۟ 1998 ڣΔඒኙएৄு֨ᓰ࿓ઌᅝᗨᄕፖΖ܀ீءຝޏ؈ඓ ऱࠏΔ᧩נඒऱኔᔆᐙԺբ࣍ᖂீᐋऱԺၦΖ1999 ڣ೫ீ९ܫඒ
ॾ༉ࣔػऱਐנޏऱ؈ඓऱڂڇ࣍ԫࠄઝߓඒൎ௺ऱ֘ኙΔڕళᖂߓΕ
֮ߓΕୃᖂߓΚ
ȨઓᏢسǵमЎسǵণᏢسޑ௲ჹਠҁ܌ගрΒቫڋޑਡЈፐำϐ ගਢமਗ਼ޑץղǶ٠ᇡࣁдॺؒԖᇥܺፐำԖׯᡂޑሡाǶѦҬᏢଣ ᆶЎᏢଣޑፐำہΨᇡࣁ೭ԛޑׯॠ٠คԖਏޑԵቾǶ൩ӵε ৎ 1980 ԃޑਡЈፐำׯॠޑ࣮ݤኬǴȬؒԖँઇǴ൩όाঅׯȭޑ࣮
ݤԋࣁӭ௲ץຑޑচӢȩȐThe Provost’s Newsletter, 1999ȑǶ
ʠăїއʡࢷڟՏѓ˷ٙ!
60ڣזհॣΔएৄՕᖂܛڶݙऱิ៣ਮዌ٤ீᖂࢤऱࠃ೭ΔՂ۞
ᇀࠃᄎΕீ९Εᖂ೫ீ९ΔՀ۟ೃ९ΕߓٚΔઃڇᓰ࿓ૠֱ૿ڶਬԫ࿓৫ ऱፖፖᐙԺΖ1960 ۟ 1970 ڣհၴΔڂ૿ᜯԱփ؆ऱᓢᚰΔएৄՕᖂ۩ਙ
ิ៣ԱઌᅝՕऱޏ᧢ΖೈԱᖂீ۩ਙ۞ળᗫᄎቸ᧯ᗑمנࠐհ؆Δڇᖂࠃ೭ ՂΔՈ։ܑطீءຝΕऄᖂೃΕ᠔ᖂೃٺ۞ሎ܂Δլႛᏺࠟۯ۩ਙ೫ீ९Δٺ
ೃೃ९ਢᖄٺೃਙګݮհೃ೭ᄎᤜխऱ່ૹऱߡۥΔՈਢᖞٽೃփٺߓլ ٵრߠऱᄮຏृΖઌለ࣍ೃ९Δᖂ೫ீ९ڂڶቃጩऱެᦞΔਝۖኙᓰ࿓ૠ ऱփ୲Δսঅڶਬࠄ࿓৫ऱᐙԺΖ1960 ڣऱψඒஃ֫םω֗ψᖂீิ៣।ωՈ
ࡳᖂ೫ீ९ႊຂ٤ீᓰ࿓ऱૠ֗փ୲Ζ܀ 1971 ڣঞࡳᖂ೫ீ९ψᖞ ٽ֗࠰ᓳٺೃऱᓰ࿓ωΖڂڼΔᖂ೫ೃ९ऱפ౨ኙᓰ࿓փ୲ऱᖄᦞΔբດዬ᠏
᧢ᖞٽ֗࠰ᓳٺೃհၴऱᓰ࿓ᇷᄭΔܑਢຏᢝு֨ᓰ࿓ऱԫીΖ
ڇ 1970 ڣհ৵Δٺߓڇᖂᓰ࿓ऱ۞एᦞყףऱᏺൎΖψߓٚਢઔߒࢬ֗
Օᖂ۩ਙխ່ڶᐙԺऱᖂۯᏆᖄृΔຂઔߒࢬ֗Օᖂᓰ࿓ωΰGeorgetown
University, 1971b: 102αΖറᄐᓰ࿓ֱ૿ΔೈԱڇิ៣ਮዌՂΔᖂீᓿղߓٚᙇ
ᖗٺߓࢬඒऱઝؾ؆ΔኔᔆՂΔٺߓٚՈֺ 60 ڣזհছࠠڶޓൎऱᖄԺΔ אᐙٺߓᓰ࿓փ୲ΔܑਢԫࠄएৄՕᖂऱૹរઝߓΔڕళᖂΕୃᖂઝߓΖ
ೈڼհ؆ΔٺߓඒऱፖՈᙟထٺߓᓰ࿓۞ए࿓৫ऱᏺףۖ֒Ζ1960 ڣհ
৵ΔՕຝ։طળᗫᄎՓᖜٚऱ۩ਙۯ֗ඒດዬطڇঋԳՓ࠷זΔඒቸ᧯ऱ
ิګڍց֏ΔՈएৄՕᖂڇ۩ਙጥՂࠐࠐᄅऱᓢᚰΔၴ൷আګψඒ
ᤜᄎωऱګمΖඒڇറᄐᓰ࿓ፖு֨ᓰ࿓ፖऱᥬ৫ՈᏺൎڍΖ
80ڣΕ90 ڣזٺೃΕߓࢬ୶ၲԫຑۭऱு֨ᓰ࿓ޏΔඒऱრߠᆖൄؐ׳
Աޏऱຒ৫ፖګඓΖؒᕙ܌ࣥᖂೃΰThe Provost of Brooklyn Collegeαீ९֛ࣳ
ΰEthyle R. Wolfeα༉ᎁᖂீᓰ࿓ޏऱګפႊࠠໂԿଡైΚխ؇ऱᏆᖄԺΕ ױٽऱඒ֗ᇷᄭΖ80 ڣזհ৵Δඒᗨᄕፖᓰ࿓ެመ࿓ΔઌኙچՈࠐ Աޏऱլ࣐ፖ٥ᢝሒګܺᣄΖீءຝ೫ீ९ؒிΰBrownα༉ࢭᎁΚ
ψ1970 ڣհছΔएৄՕᖂڶছࠟႈΔ܀ 1980 ڣհ৵ΔঞԿႈઃྤωΰBrown, 1990: 101αΖ
߭ăඕ! ኢ
طאՂऱ։࣫ፖಘᓵױאवΔ60 ڣזհ৵एৄՕᖂऱᓰ࿓ቤऱ࿇୶ፖ
ެᑓڤऱ᠏᧢Κ
ԫΕળᗫᄎՓԳᑇᨏ྇ΔՕၦऱڇঋԳՓၞԵएৄٚඒΔԫैᄅᘋԺၦࣹ
ԵீႼΔ֧Ꮖᓰ࿓ऱᄅߨٻΔףຒᖂீၞ۩ᓰ࿓ޏΖ
ԲΕᏺףറᄐ֏ऱᙇଥᓰ࿓Δ૾܅ؘଥऱᖂ։Δګ 70 ڣհ৵ऱᄅ٥ᢝΖۖ
ڇঋඒԵᓰ࿓ެመ࿓հխΔՈດዬ࿇ཀࠡᐙԺΖឈྥאᏺףຏᢝᓰ࿓
ᖂ։ࠐঅڶળᗫᄎᔆऱᜢଃս៱ژڇΔ܀থྤऄށ᠏ᄅऱႨΖ
ԿΕٺߓᖂറᄐբך։༇ૹΖೃ९אՂऱ۩ਙԳڇެመ࿓խފዝᇷ
ᄭอٽऱߡۥΖڂڼΔ։ࠆऱΕፖऱΕ٥ٵቤऱΕቸ᧯ݮګ٥ᢝऱٵቛᑓڤ ፖࢤΕᐋ్֏ࡴቛᑓڤΔࠟृٌյ٥ژ࣍ᓰ࿓ऱެመ࿓հխΖຍՈٱᢞԱࠅ ᅝཎΰAdamsαࢬᨠኘऱΔվՕຝ։Օᖂᓰ࿓ऱփ୲ᔆਢطඒࢬ༳൳ऱࠃ ኔΖ
ΕឈྥطՂۖՀऱࡴቛڤڇᓰ࿓ऱެመ࿓ດዬٵቛऱ٥ٵፖࢬର ᕏΔீ९א૾հ۩ਙጥႊ༇ૹඒቸऱრߠΔ܀ഗ࣍ળᗫᄎՕᖂऱႚอ֮֏
ፖኙඒߛࠌࡎऱഒಳޣإᆠፖᣂᡖᒡԳΔ࠹૰࣍؆ᚘԺۖආشऱਙए࠰
ݔ࠰ֱڤڇएৄՕᖂս៱ਢለլ࠹ᦟ०ऱΖ
ڇറᄐ֏Ε։ՠ֏֗ڍᑌ֏ऱᓰ࿓ޏᑪੌխΔຏᢝᓰ࿓ၦऱ྇֟ਢඒ ߛऱႨΖຍՈઌኙ೯റᄐᏆᖄऱࣉᙰΔআࠌٵቛյ೯ऱᓰ࿓ެᑓڤດዬର ᕏطՂۖՀऱࡴቛᑓڤΔ܀ՈᒷኬԱᓰ࿓ऱޏΖྥۖΔएৄՕᖂڇᓰ࿓ቤ ՈᔡሖࠩიཏΰGumportαࢬᎁऱႚอ֮֏ፖזᏁޣऱᓢડΔՈ༉ਢঅڶႚ
อຏᢝᓰ࿓ፖಳޣറᄐ֏ಝᒭࢬขسऱؿએΖ܀ਢψԫଡඒߛᖲዌսؘႊ࢘ᇨچ
ᖜದՀ٨ૹՕऱषᄎຂΚଡԳᖂࡉԳԺᇷءऱၲ࿇Δֆاࡉფഏृऱഛಝ
֗षᄎ֏ऱං೯Δא֗वᢝऱঅژ֗ഏ୮ࠡהਙࢬᏁԳթऱᕆګωΰGumport, 2000: 70αΖ
ڂڼΔᖂீ܂ԫଡषᄎᖲዌΔೈԱवᢝ፹ທऱפ౨հ؆Δޓؘႊച۩षᄎ ཏሙഒ֗९Ն৬مऱषᄎᏝଖΖຏᢝඒߛܛਢႚอᏝଖႚᐾऱտΔឈྥڇ
վૹࢤլ֗റᄐव౨ऱഛᕆΔ܀Ոլױ᎘࢙ࠡፂᥨषᄎ఼ݧፖሐᐚऱפ౨Ζຍ ՈਢएৄՕᖂ່৵ࢬഒऱΖ
ܢ! ᐂ
I. Interviews
Brown , Dorothy M. (1999, July 21). Interview.
Byron, William, S. J. (1999, July 29). Interview.
Curran, Robert Emmett, S. J. (1999, July 7 & July 14). Interview.
Douglass, R. Bruce. (1999, July 7)(2001, June 27). Interview.
Durkin, Joseph, S. J. (1999, July 2 & July 6 & July 28)(2001, July 16). Interview.
McFadden, William C., S. J. (1999, July 20)(2001, June 29). Interview.
Hellwig, Monika. (1999, July 8)(2001 July 2). Interview.
Moore, Anthony. (2001, June 27). Interview.
II.E-mail
McFadden, William C., S. J. (1999)(2000)(2001). “Reply to Question 3,” Personal e-mail.
Monika Hellwig. (1999)(2000). “Your Questions in e-mail of Sept. 8,” Personal e-mail .
ણ҂͛ᚥ
്৬߶ΰ1982αΖᇃᢊϲܚσᏰۢӣࢇݽᆓ౩ԒϞंـΖፕקΚ᧫ᜢנठषΖ
്৬߶ΰ1985αΖۂՕᖂऱጥᑓڤΖᚮ࣍۶ጝضΰᒳαΔσᏰఀى፣Мΰ 75-96αΖ ፕקΚۂՕᖂඒߛઔߒխ֨Ζ
Adams, H. (1976). The academic tribes. New York: Liverright.
Brown, D. M. (1990). Learning, faith, freedom, and building a curriculum: Two hundred years and counting. In William C. McFadden (Ed.), Georgetown At Two Hundredΰpp.78-83α.
Washington, D.C.: Georgetown University Press.
Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks:
Sage.
Curran, R. E., S. J. (1993) The bicentennial history of Georgetown University: From academy to university, 1789-1889, Vol. I. Washington, DC: Georgetown University Press.
Durkin, J. T., S. J. (1964). Georgetown University. Garden City: Doubleday & Company, Inc.
Georgetown University. (1960). Georgetown University Self Evaluation Report: Presented for
Consideration of the Commission on Institutions of Higher Education, Middles States Association of Colleges and Secondary Schools. Washington, DC: Georgetown University.
Georgetown University. (1970). Georgetown University President’s Report Washington, DC:
Georgetown University.
Georgetown University. (1971a). Georgetown University Self Evaluation Report: Presented for Consideration of the Commission on Institutions of Higher Education, Middles States Association of Colleges and Secondary Schools. Washington, DC: Georgetown University.
Georgetown University. (1971b). Georgetown University Self-Study Report: Perspectives and Problems, A Self-Study. Washington, DC: Georgetown University.
Georgetown University. (1981). Georgetown University Self Evaluation Report: Presented for Consideration of the Commission on Institutions of Higher Education, Middles States Association of Colleges and Secondary Schools. Washington, DC: Georgetown University.
Georgetown University. (1987). Georgetown University Faculty Handbook. Washington, DC:
Georgetown University.
Georgetown University. (1993). Georgetown University Self Evaluation Report: Presented for Consideration of the Commission on Institutions of Higher Education, Middles States Association of Colleges and Secondary Schools. Washington, DC: Georgetown University.
Georgetown University. (1998). Georgetown University’s Undergraduate Bulletin of 1998-1999.
Washington, DC: Georgetown University.
Georgetown University. (1999a) Georgetown University Faculty Handbook. Washington, DC:
Georgetown University.
Georgetown University. (1999b). Georgetown University’s Undergraduate Bulletin of 1999-2000. Washington, DC: Georgetown University.
Georgetown University. (2000). Georgetown University’s Schedule of Classes of 1999-2000.
Washington, DC: Georgetown University.
Greeley, A. M. (1969). From backwater to mainstream: A profile of catholic higher education.
New York: McGraw-hill.
Gumport, P. (2000). Academic restructuring: organizational change and institutional imperatives.
Higher Education, 39, 67-91.
McFadden, W. C., S. J. (1990). Catechism at 4 for all the schools’: Religious instruction at Georgetown. In W. C. McFadden (Ed.), Georgetown at two hundred (pp. 143-168).
Washington, DC: Georgetown University Press.
Merriam, S. B. (1991). Case study research in education: A qualitative approach. San Francisco:
Jossey-Bass Publishers.
Nuklasson, L. (1995). State, market and oligarchy in higher education—A typology and an outline of the debate. Higher Educational Management, 7(3), 350.
Patton, M. Q. (1990). Qualitative evaluation and research methods. California: Sage Publications.
Provost’s Newsletter. (1999). Why are we on the core curriculum proposal? Washington, DC:
Georgetown University.
Reviewing the Undergraduate Core Curriculum. Retrieved March 18, 1999, from Georgetown University Website: http://www.georgetown.edu
Weiss, C. H. (1995). The four “I”s’ of school reform: How interests, ideology, information, and institution affect teachers and principal. Harvard Educational Review, 65, 571-589.
William, C. (1987). The economic approach. In B. R. Clark (Ed.), Perspective on higher education (pp. 85-90). Berkeley: University of California Press.
Wilson, J. K. (1999). The canon and the curriculum: Multicultural revolution and traditionalist revolt. In P. G. Altbach (Ed.), American education in the twenty-first century (pp. 427-447).
Baltimore: The Johns Hopkins University Press.
