著者

田中 裕喜

出版者

滋賀大学教育学部

雑誌

滋賀大学教育学部紀要 教育科学 (ISSN:13429280)

巻号頁・発行日

no.56, pp.93-98, 2006

著者

田中 裕喜

出版者

滋賀大学

雑誌

滋賀大学教育学部紀要. I, 教育科学 (ISSN:13429280)

巻号頁・発行日

vol.58, pp.139-144, 2008

著者

田中 裕喜

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.92, pp.59-76, 2005-11-10 (Released:2010-05-07)

参考文献数

31

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It has been self-evidently assumed that children would grow to adulthood through the participation in the adult community. But we can't do so any longer, because the young today have been unsable to feel actually themselves adults beyond twenty years of age. The main purpose of this paper is to clarify what our becoming/being “Adult” means in a social and ethical sense at the present day.To begin with, we will analyze the mechanism that children heretofore became adult by constructing the transcendental 'Adult' through the interaction of experiential world and conforming themselves to the transcendental 'Adult' as 'the privileged other restored norms.'Secondly, we will grasp the modern conditions under which we have sought for universal and inclusive norms exhaustively, with the result that the transcendental 'Adult' has emptied, this mechanism has lapsed, and we have faced the difficulty in growing to adulthood.Finally, we will find out the new way we extricate ourselves from the present blockade and attain becoming/being 'Adult' in the different way from constructing the transcendental 'Adult' as ever. Then, we will suggest that we give up persisting the identity of the self, accept the contingency and changeability of the self actively, and open up the possibilities of communication between ourselves and the other with whom we don't share norms.

著者

田中 裕喜

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1999, no.80, pp.35-47, 1999-11-10 (Released:2009-09-04)

参考文献数

16

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It has been apparently assumed that children would enter into, through school education, “the verbal activity at the secondary level (the verbal activity in which dialogists don't premise sharing the same context of life history.)” But we can't presume such a language development as self-evident. The purposes of this paper are (1) to clarify the general condition of “the verbal activity at the secondary level, ” (2) to indicate the problems involved in “the verbal activity at the secondary level, ” and (3) to suggest a new vision on classroom communication with “the verbal activity at the secondary level.” Children can enter into “the verbal activity at the secondary level” because they construct a perspective of the third person to objectify the context of narrative. The present author points out that the perspective of the third person is “Seken.” “Seken” is the transcendental other to which everybody conforms, or the frame of reference as “general subjectivity of cognition.” Adults must embody the persona of this transcendental other for children. After recognizing adults as embodying the persona of “Seken” as the place for deciding whether their verbal behaviors are proper or not, children will remove the personality adhering to the place and will construct, on their part, “Seken” as transcendental other.However, by its conformity to “Seken”, “the verbal activity at the secondary level” involves primary problems. By constructing “Seken” to which everybody conforms, we can avoid the worst kind of contact with unknown others and can communicate with them. At the same time, we cover up the intersubjective discordance of cognition and belief which are attributed to “Seken”, and fail to notice the singularity of others. In short, the construction of, and conformity to, “Seken” is a double-edged sword.Accordingly, the author suggests a new vision on classroom communication based upon a view of fallible truth which is derived from pragmatism. In this classroom communication, teachers and children will objectify cognition and belief which each party regards as being attributed to “Seken” and will demonstrate that it is useful for everybody to hold them. Thus teachers and children will attain to “an inter-intersubjective agreement” and construct “the Seken which is pluralistic and contains many contexts.”

著者

田中 裕喜

出版者

一般社団法人 日本教育学会

雑誌

教育学研究 (ISSN:03873161)

巻号頁・発行日

vol.83, no.2, pp.231-233, 2016 (Released:2016-08-06)