子どもの相互主体関係を育てる実践的研究の視座

概要

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One of important themas in educational practice is to improve the quality of grouping of children. For this purpose, we think it necessary to take notice of the relationships between teachers and children and among children themselves. In order to catch those relationships, we tried describing the educational Phenomena, such as behavior, action, words, facial expression, body language and atmosphere. The first problem we can across in describing their relationship was whether we should allow the subjectivity of the describers to enter into the description. Children are not objects for instruction by teachers. We can perceive children through a feel of Practice which is defined as Intuition Through Practice by KITARO NISHIDA. Nowadays SATOSHI KIMURA renames it "Active Relationship." In natural sciences, objective explanations is most important. But in human sciences, teachers cannot help describing according to their subjective views. Teachers always practise with their understandings about children and circumstances around them. It is necessary therefore, for teachers to describe both educational phenomena and their own subjective understandings. Interpreting phenomena helps describers to develop their practice. To present a case for this circulation of Expression-Interpretation-Description is a focal point of this study.
奈良教育大学の論文