特殊教育推進の思想的根拠に関する若干の考察
スポンサーリンク
概要
- 論文の詳細を見る
In order to make education for the handicapped fruitful, it is important for both sides, us and the handicapped children, to make efforts. On the one side, we must prepare the means to find vents for the children by directing their mental and physical energies into something valuable to them which tend rather to stagnate unconsciously. On the other, the wills or volitions are absolutely necessary in themselves. When we see the bottoms of severe lives trying to burn themselves for their lives, despite of being placed upon the limited situations, we can feel sympathy for the severity of their lives and understand them. By doing so, we can understand peculiarities of the handicapped children and come in contact with their existence without passing by their sides. And we see the lives wishing for others' warm looks, which are trying to burn themselves and struggle hard to express themselves. Thoughts and practices of education of the handicapped sprout there. It is not as a result that we valued them for their usefulness or our consciousness of their special valuation. In this education for the handicapped, letting reveal weaknesses and shortcomings of actual children, we try to realize holy things, beautiful things, true things, and good things in them. In education for the handicapped thoughts of humanism should be acting vividly. How has the system of valuation in human history or universal history been made up? It is also the matter in the ideas of education for the handicapped that there have been the things having no value of existence and there will be in the future in universal history. It is the same thing with judging the value of our existence and doing the value of the handicapped children's lives. In order to let the handicapped children who were born with heavy burdens into the organic solidarity of human beings rightly, a deep consciousness of social solidarity is necessary. If not, they only become draught horses with heavy burdens. The rule of social solidarity is to know how to lighten the torments of our neighbours, and not to suspend to help them. The problems of the handicapped children can not be placed as matters of individual misfortunes or domestic ones.
- 大阪教育大学の論文
著者
関連論文
- 教師の指導力量につぃて : 見守る, 育てる, 鍛える指導 : その4
- 「育てる指導」の発達人間学的考察 第一報 : 見守る,育てる,鍛える指導 その2
- ノマライゼーションへの一つの筋道 : 附属養護学校と附属学校園のあり方にかかわって
- 発達教育学から発達人間学への視座 : H.ロートの「発達教育学」を手がかりに
- 「発達と教育」を基礎づける人間学について
- 「指導のあり方」の発達人間学的考察 その1
- 「自立」の発達人間学的考察 : 西ドイツの教育風土との関連で
- 人間学を基礎づける障害児教育問題
- 養護学校の授業と教師の役割
- 「障害児の発見」と教師の役割
- 養護学校(精神薄弱教育)教育課程の特性
- 障害児教育と社会ダーウィニズム超克の問題
- 障害児教育の視点からみた仏教
- 障害児教育における歴史哲学的視座
- 西ドイツの障害児教育改革のための経費査定について : 西ドイツ教育審議会勧告書の紹介
- 障害児教育における行為自体の目的性について
- 親子関係論 : 一つの事例をもとに
- 特殊教育思想成立史論
- 特殊教育推進の思想的根拠に関する若干の考察