文献一覧: 藤井佳世 (著者)

2 0 0 0 IR 森昭の道徳教育思想 ―『教育の実践性と内面性―道徳教育の反省』を中心に―

著者: 藤井佳世
出版者: 横浜国立大学教育学部
雑誌: 横浜国立大学教育学部紀要. I, 教育科学 = Journal of the College of Education, Yokohama National University. The educational sciences (ISSN:24339474)
巻号頁・発行日: no.3, pp.152-167, 2020-02-28

2021-01-20 10:44:51
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1 0 0 0 白銀夏樹著『アドルノの教育思想 ―「アウシュヴィッツ以後」の啓蒙』

著者: 藤井佳世
出版者: 教育思想史学会
雑誌: 近代教育フォーラム (ISSN:09196560)
巻号頁・発行日: vol.29, pp.214-217, 2020

2022-03-03 10:48:13
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1 0 0 0 OA 教育的関係におけるコミュニケーション的行為の可能性相互承認による自己形成論へ

著者: 藤井佳世
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.2003, no.88, pp.67-83, 2003-11-10 (Released:2010-05-07)
参考文献数: 53

The present paper clarifies possibilities of communicative actions for education by considering the teacher-student relationships as intersection of a social dimension (institutional dimension) and an ontological dimension (a recognition dimension). Based on Habermas's communicative actions theory, Masschelein argues that proper educational actions are communicative actions because students will form themselves through “inter-subjectivity (Intersubjektivität)” of teacher-student relationship. In his theory, teachers and students are regarded as a symmetrical interaction. But, to realize educational actions as communicative actions, it is not enough to consider the teacher-student relationship as a symmetrical interaction. Teachers and students need the ontological recognition of each other. This is an important point of Honneth's mutual recognition theory which is derived from Habermas's “understanding (Verständigung)” concept. As Honneth suggests, self-confidence, self-respect, and self-esteem that we need to grow are produced by symmetrically inter-active relationships based on reciprocally ontological recognition. From the perspective of ontology, the inter-subjectivity of the teacher-student relationship is realized on the basis of reciprocally ontological recognition. One student's ontological recognition of himself/herself needs one teacher's ontological recognition of that student. If we want to understand educational actions as communicative actions, we must understand the importance of the reciprocally ontological recognition of both teachers as well as students.