障害児教育における行為自体の目的性について

概要

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Education was not valued until the purpose was made clear. But things that the explanation of "what for" is difficult or unneccessary occupy important places in educational behaviors. A parent of a handicapped child said the following thought:"This child had been born for a short time, but only the fact that he had lived was good. Even if he had a handicap, a short life or other various troubles, he was happy only because he was born and lived and was educated." Therefore we need to consider two matters about the educational purpose: The first is to know the importance of seemingly meaningless thing in education, and the second is to convert the concept of "what for" in education. As to the first matter, we must remember the thought in old China:"Though the place for walking is narrow, we cannot walk without the very presence of the space of non-walking. It is on the vast ground and boundless irregularity that free steps are. Without such thoughts it is not appropriate to argue the minimum essentials. As to the second matter, we have to emphasize the purpose of behavior itself. When we consider the education of the heavey handicapped children, we have many unexplainable things in the purpose of education. The hierarchy of the educational purpose of social independance or social usefulness etc. is meaningless. To satisfy the process of education itself is the purpose of special education.
大阪教育大学の論文