教師にとっての「ふれる」ということの意味

概要

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The purpose of this paper is to obtain a pedagogical view point to view the reality of education by explicating the meaning of TOUCHING for teachers. In this paper, the meaning of TOUCHING is considered in two aspects. One aspect is the general meaning of the experience of TOUCHING. The peculiarlities of the sense of touch are made clear in comparison with the other four senses, especially the sense of sight. The important peculiarlities of the sense of touch are mutuality and immediateness. Though TOUCHING is based on the sense of touch, TOUCHING can not be identified with the sense of touch. The other aspect is the proper, meaning of TOUCHING for teachers. The consideration in this aspect is based on the general meaning of TOUCHING. TOUCHING for teachers has the double meanings: teacher's TOUCHING the children's experience of TOUCHING things. In other words, good teachers can find omens of learning in subtle changes of the relationship between children and each their world by TOUCHING. The teacher's bodily set which suits TOUCHING children is POSITIVE PASSIVITY, that is the relaxed and open state of the body. In conclusion, the ambigious word TOUCHING changes into the useful and important conception for teachers by this paper.
日本教育方法学会の論文
1993-03-31