不登校児の自由と教師の関わり : 垂範的顧慮と尽力的顧慮に関するボスの思索を導きの糸として

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Faced with difficult situations being thrown at them, non-attendants at school often experience pains that seriously threaten their existence. Yet, being human beings, they should be able to choose ways to face these problems based on their own freedom. When they do make these choices, though, they may not always be able to choose the best way for the problem. But even in these times their freedom must not be ignored by a teacher, which is an important characteristic of their human self. In other words, the principal task of a teacher must be to provide a "solicitude which leaps forth" for finding a way to deal with the problems based on their own freedom. Yet, some non-attendants at school may find that their own freedom is not enough to deal with the many difficult situations always being thrown at them. When dealing with these non-attendants at school, teachers must provide a "solicitude which leaps in" as a substitute to solve these situations, but they must make sure not to overuse it because of the dander of non-attendants at school being too dependent on teschers. They must decide which "solicitude" should be provided after gaining a true understanding of the various possibilities of painful situations and grasping of whether the students are able to cope with that pain using their own freedom. This is not easy, but it is possible for good teachers. This paper will consider concrete examples of how good teachers who are receptive enough to keenly discern these painful possibilities can provide appropriate "solicitudes" by examining the results of a "consulting classroom".
日本人間関係学会の論文
1998-10-31

不登校児の自由と教師の関わり : 垂範的顧慮と尽力的顧慮に関するボスの思索を導きの糸として

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