「子ども-保育者」の相互主体性に関する一考察 : G. H. ミードの「態度取得」を中心に

概要

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This paper studies the conception of a sympathy in "Children-Teacher" in order to clarify Intersubjectivity in "Children-Teacher" from the view point of G. H. Mead's conception "assuming the attitude of the other". Intersubjectivity in "Children-Teacher" is the dynamics in the educational practice that teacher's subjectivity and children's subjectivity are involved. G. H. Mead's "assumimg the attitude of the other" had been interpreted to mix with "taking the role" so often. But to begin with, Mead's "attitude" is whole physical tendency. And "assuming the attitude of the other" is the concept of affecting self genesis through the relationship with others. I think, the reexamination of "assumimg the attitude" gives occasion to find the starting point of studying a sympathy in "Children-Teacher". By the way, teacher's meta-consciousness and educational intention distinguish educational relations and other relations. Weather an Informal Program Kindergarten or Formal Program Kindergarten, the practice of Children-Teacher needs teacher's meta-consciousness and educational intention. Basing on this teacher's meta-consciousness, I must study the content of Inersubjectivity in "Children-Teacher". By examinating a sympathy from the view point of Mead, it clarifies that a sympathy is to generate children's self and teacher's self mutually. And in this interaction, Intersubjectivity in "Children-Teacher" may appear.
日本教育方法学会の論文
2000-03-31