学校教育の〈問題〉言説に関する「臨床教育学」的考察 : 〈問題〉解釈のコンテクスト変換へ向けた事例解釈研究
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There are two expectations to the clinical studies of education recently brought to light. One is to effectively solve problems occurring at educational settings, and the other is to refresh the framework of educational sciences and establish a brand new plan. We cannot neglect either because they are related to the "meanings" of educational sciences as well as to their theoretical progress. How can we plan the framework of clinical studies of education by responding appropriately to these two expectations? This paper tries to find an answer by examining possibilities of the "clinical-pedagogical" approach to educational problems in schools. In this paper the theoretical and situational actuality of the "clinical-pedagogical" study is explained as follows. Through examination of three leading ideas of the "Clinical Pedagogy"; KAWAI's clinical psychological one, SHINBORI's social scientific one, and SUMERAGI's hermeneutical one, SUMERAGI's idea is proved to be actual from the viewpoint of "theory-practice" relationship in pedagogy and "teachers' re-education". The clinical way of thinking and living prevails in our society for the background of the post-industrial, post-modern condition of society. Corresponding to such conditions, a paradigm change has occurred in the fields of human-social sciences. SUMERAGI's idea of the "Clinical Pedagogy" corresponds to the paradigm change. Modern pedagogy meets with fundamental difficulties on the significance and possibility of education itself. The clinical research points out the re-examination of the relation between theory and practice, and the importance of the narrative in educational practice. We may misunderstand the property of the case descriptions because our interpretations of educational problems tend to be carried on according to the conventional context. Therefore, we need to investigate the organic structure of discourses carefully. Consequently, the aim of this paper is to explain the importance of changing the context for another one to discover the hidden "meanings" under the clothing of conventional context analytically by focusing on the discourse involved, and then to indicate the possibility of the "clinical-pedagogical" study of education as a method based on, adaptable to, the aforesaid difficulties.
- 大阪成蹊大学の論文
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