戦後ドイツにおける「教育的関係」の変容 : 「教育的関係」から「教育的相互作用」へのみちすじで

概要

論文の詳細を見る
The purpose of this paper is to make it clear how the concept of "educational relations" was re-interpreted theoretically in Germany after the World War II. Herman Nohl proposed the concept of the educational relations. The concept means the human relations between a teacher and a student and can be defined as the personal and passionate relations of a teacher to a student. Nohl's educational relations influenced other German educational researchers in their thoughts. But after the World War II, especially from the 1960s, the way of comprehending the concept was changed theoretically. For the background of the new viewpoints in education, the concept of "educational interaction" was offered in Germany from the 1960s, instead of the educational relations. It is a kind of vague concept that is difficult for us to define it clearly. We can interpret it in the two ways, that is, "the social interaction in education" and "the educational interactionism". In this paper the main stress falls on the consideration of the latter. In the view of the educational interactionism, the educational interaction is interpreted by means of the symbolic interactionism. The term of symbolic interactionism refers to the peculiar and distinctive character of interaction as it takes place between human beings. Thus, the interaction between a teacher and a student is mediated by use of the symbols, by interpretation, or by ascertaining the meaning of each other's actions. So the educational interaction means that a student has the equal stance with his teacher, then they interact. Therefore, the concept takes the logical status, what Jurgen Habermas and Klaus Mollenhauer defined it as the concept of "Discourse". The discourse is rational communication and the type of the human relations which is regarded as the ideal relations between a teacher and a student.
日本教育方法学会の論文
1995-03-31

戦後ドイツにおける「教育的関係」の変容 : 「教育的関係」から「教育的相互作用」へのみちすじで

スポンサーリンク

概要

著者

関連論文

スポンサーリンク