著者

田島 充士

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

no.19, pp.73-86, 2013-12-01

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The present study investigated the potential of university education from the perspective of Vygotsky's semiotics.Following Vygotsky's theory, this study defined "partial understanding" as rote learning that enables learners to use whatis learned in only one social context, and defined the ability to generalize the application of such knowledge beyond thatcontexts as "boundary crossing" (Engeström, 2001; Engeström, Engeström & Kärkkäinen, 1995; Wenger, 1998). Thus,boundary crossing can be considered the ability to connect, during dialogic interactions, knowledge that has been nurturedin different social contexts. However, engagement in co-creative communication with others from heterogeneous socialbackgrounds is not easy; some students achieve only partial understanding, even in interactions that require each speaker toengage in boundary crossing. In examining the effects of recent interventions by universities to promote students' ability toengage in boundary crossing and move beyond partial understanding, I identified those characteristics of university teachersthat render them especially well-suited to facilitate this kind of growth in their students.