保育における「主体性」言説に関する考察 - 1989年後を中心に -

概要

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The purpose of this paper is to investigate the opinions about infant's 'subjectivity' in Japan, especially after 1989. In 1989, the policy about early childhood education changed to make a point of infant's 'subjectivity' in Japan. After that, many educationalists commented that infant's 'subjectivity' is more important than teacher's order. This theory has the binomial theorem: infant's 'subjectivity' and teacher's order. It confused many teachers in preschool and it was criticized because it made disorderly class. Shortly after that the policy was revised again and it made teacher's role clear, however it didn't change fundamental theory. After that educationalists started discussing teacher's 'subjectivity': teacher's 'subjectivity' is expressed when teachers respect infant's 'subjectivity' to realize infant's idea, However this theory connotes the same old principle in that they focus on infant's 'subjectivity'. Those theories may fall down teacher's identity crisis. Therefore, in order to protect their identity, teachers ended up contriving the way to get infants do what teachers want to do them, not to instruct directly.
2013-03-31