分析的ポスト・モダン教育学の日常的カリキュラム研究への応用 : 日常的教育目標としての日本的「気」の形成に関する分析
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概要
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Over the past ten years a considerable number of studies have been made on the risk with which modern education is accompanied in Europe and America, for example, in a trial to deny the modern education as a whole, in social- and psycho-history of Education or in the postmodern education. Under such a situation, some of educational reserchers in Japan gradually begin to feel hesitate in continuing a direct import or imitation of european and american modern education as before, not only because they may increase the risk of the modern education, if they continue the modernization, europeanizing and americanizing of Japanese education, but also because modern education in Europe and America itself, the model for us, is going to lose its self-reliance today. But it is off course possible to introduce, for example, the postmodern education in Europa, if we won'ts change the style of "Learn from education in Europe and America". The postmodern education, particularly in Germany, may be devided into two types: the "constructive" postmodern education and the "analytic" postmodern education. In this paper, I adopt the method of the "analytic" postmodern education in Germany to characterize the "Ki" as a daily educational aim in the Japanese home, school and society. This study reveals some significant characteristics of the "Ki": The "Ki" is a unique part of the heart of healthy Japanese. The "Ki" exists in one's heart, only while the "I" pays attention into the heart. While the "Ki" exists in one's heart, the "Ki" may have a tendence to have an intention different from one of the "I". The intention of the "Ki" surely stems from the unconsciousness, but it is not identified with the intention of the unconsciousness. The "Ki" has a tendency to realize the intention of the unconsciousness not to expose the social existence of "self" to danger. A human group united by the common intention of "Ki" tends to treat a person having a different intention not as a person (human). Japanese aim to form such "Ki" in children not only in school education, but also in daily life in home and society. If we pay much attention to such characteristics of the "Ki", it may be not meaningless only to introduce assertions of the modern education or, on the contrary, ones of the Anti-Pedagogy and ones of the "constructive" postmodern educational studies in Europe and America. From this point of view, I want to suggest that "postmodern" in curriculum studies means not only the deconstruction of the technological and architectural metaphor, but also the deconstruction of the style of studies of the direct-import.
- 1996-03-31