生徒の行動変容の過程における理解の構造 : A.シュッツの日常生活世界論を手がかりとして
スポンサーリンク
概要
- 論文の詳細を見る
The purpose of this paper is finding a viewpoint for curriculum reform by means of referring to a way to help pupils change their conduct. The process of changing conduct is given a position in the process of understanding situations of a teacher and pupils who co-operate in shared activities. The logic of the investigation is the logic of A. Schutz's everyday-lifeworld (Lebenswelt) theory ; the intersection of the inner duration and time-space-world. The inner duration has been neglected in curriculum studies and this neglect is one of the reasons of fragmentary learning processes in schools. Most teachers have considered factual knowledge (knowing-that), against empirical facts, as the foundation of habitual conduct (knowing-how). And they have been trying to replace pupils' undesirable habits with desirable ones, by means of giving them factual knowledge about desirable conduct. As a result, there are serious contradictions between a pupil's knowing-that and his/her knowing-how. According to Schutz's logic, one person's knowing-how works in the inner duration, i.e., a continuous flow of lived experiences (Erlebnis), in which knowing-how founds on ethoses and folkways of the social groups to which he/she belongs. Knowing-that is derived from the inner duration toward time-space-world by thematizing (objectifying) past lived experiences. Moreover, such thematizing can be a way for thematizers to be bearers (Tragers) of ethoses and folkways, that is, successers of contents of culture. Schutz's theory with such logic can make it possible to overcome the problem in schools about the relationship between knowing-that and knowing-how. This paper goes into such issues as follows : Preface 1. The Problem in Schools about Changing Conduct 2. The Process of Changing Conduct 3. The Positive Function of Knowing-That 4. A Way to Help Pupils to Change Their Conduct
- 日本カリキュラム学会の論文
- 1993-03-30