公教育労働の意味世界のゆらぎ : 「不登校」を問題化し対処する局面における教職員集団の規範意識の動態に着目して(IV 投稿論文)
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概要
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This paper tries to reveal the problematic area which the study of public educational labour needs to confront anew, through analyzing the movement of normative consciousness in the school personnel group in the situation of putting the "futoko" phenomena in question and coping with them. In order to argue the future plot of public educational labour, policy arguments on the subject of publicity aiming at the meaning of micro educational acts are requested. In such a context, the writer argues the necessity to introduce a viewpoint of questioning prearranged meaning and communication of educational acts into the study of public educational labour. A study on public educational labour from this new viewpoint connects with educational policy studies in such a context. In the study of public educational labour in Japan, it has been considered possible for us to recognize the circumstances of public educational labour and to present the condition of future possibility of public educational labour, when the study is based upon logic of universal validity. Logic of universal validity has not been examined concerning its homology with the concept of labour and education in modernity. However, the view above mentioned is reflected as a deficient supposition, if we take account that we cannot acquire the recognition of circumstances of public educational labour without pursuing the mechanism of meaning connections concerning public educational labour. In this paper, the writer examines a condition to reveal the possibility of public educational labour, supplying a deficiency of logic of universal validity with logic of communication in which diversity is brought to life. The writer presents in this paper a basic viewpoint of educational acts coping with the "futoko" phenomena to grasp again logic of diversity and logic of universality in new relationship and to joint both of the logic. The viewpoint focuses on the following: understanding about new meaning of educational acts supporting the growth of individual child is able to be formed by communication in which radical critique and reflection on prearranged meaning works out.
- 日本教育政策学会の論文
- 1996-06-25