著者

黒川 嘉子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.45, pp.342-352, 1999-03-31

著者

片山 知子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.55, pp.241-252, 2009-03-31

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Symptoms of physically abused children are shown over a wide area, both physical and mental, including psychological and social disorders. Currently, research and case studies are being carried out on abused children. In this article, the writer focuses attention on the actions and changes in the physical sense of abused children in an interview, and examines one case. The breakdown of the child in this case assumed to be caused by primitive physical sense, and was assumed to cause other psychological disorders. The writer examined such physical sense based on the theory of illusion called primitive physical sense by Didier Anzieu. In this case, the skin sense of the client was internalized and recovered from breakdown based on change in the relationship of two people. Furthermore, with the regaining of physical sense, personal boundaries of the client expanded beyond the two-people relationship and interview room, and to past experiences in his/ her hometown. This became a vessel, sense was reintegrated, feelings could be expressed, and self-reconstruction occurred. In this way, regaining physical sense was considered to be the turning point of this interview and is assumed to be effective when considering interviews of other abused children, as well.

著者

田村 綾菜

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.55, pp.103-115, 2009-03-31

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This paper aimed to review previous research on the victim's reactions to apologies and the developmental changes of children's reactions. Previous researches have demonstrated that apologies were effective in mitigating victim's aggression and reducing the negative impression of the transgressor. According to the difference of situations, however, apologies may have negative effects on the affection of the victim. Several psychological processes appear to foster or inhibit forgiveness. These processes include empathy for the transgressor, generous attributions. and appraisals regarding the transgression and the transgressor. By the time they are about 9 years old, children realize the true function of the apology, which is to condemn inappropriate behaviors and express remorse. The apology-forgiveness script, however, may be so ingrained for children that its appearance automatically improves the impression of transgressor. Future research should reveal the developmental changes of the process from apology to forgiveness in childhood and the interaction between the transgressor and the victim.

著者

長崎 励朗

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.587-600, 2011-04-25

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Producers have important roles to create various cultural contents. They need not to be specialists; their need is to be the media that bonds two or more specialties together. Despite the importance of their roles, they have been paid little attention from researchers. In other words, they are invisible section of the “creative class” for Japanese scholars. So, this study makes them visible by the historical method. Its object is one of the most talented producers in postwar Japan, Asano Tsubasa(1929-1999). At first, he belonged to music associations whose activities were to plan original concerts and present them to members. .During his membership, he created remarkable works by mediating specialists whose ideology was both conservative and liberal and whose style both popular and classical. His next work was produced at a pavilion in World Exposition ’70. This exposition was expected to popularize the new aesthetic sense, and his role in it was a bridge to connect the avangarde artist with the ordinary people attending. Naturally, it is found that both Tsubasa's works, those while affiliated with the association and with Expo’70, had an educational aspect. So I conclude that the producer is the medium, and the medium is educational.

著者

齋藤 桂

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.601-613, 2011-04-25

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This paper examines the current educational effort, adopting the Balanced Scorecard (BSC). The BSC is a goal-setting and accountability tool that all schools (and eventually district departments) in the San Francisco Unified School District build to describe the efforts of each individual school site in meeting the goals and objectives of their respective district's Strategic Plan. It ensures that schools are focusing on key strategic actions to improve student achievements for all students and to disrupt the historic power of demographics. Mainly, student test scores now serve as the prevailing achievement. The BSC offers schools and the community at large the opportunity to design alternative measures. The importance of engaging the school community and all stakeholders in discussions to gain a shared understanding has been stressed. However, many difficulties confront the adoption of this new approach, which includes ensuring consistency, selection of evaluation methods, increased burdens on educators, and personnel allocation. It is contemplated that with more measures to assess performance, greater levels of accountability and school performance can also be achieved. The implementation of BSC in the San Francisco Unified School District began in 2009, and it deserves continued attention.

著者

齋藤 桂

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.57, pp.601-613, 2011

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This paper examines the current educational effort, adopting the Balanced Scorecard (BSC). The BSC is a goal-setting and accountability tool that all schools (and eventually district departments) in the San Francisco Unified School District build to describe the efforts of each individual school site in meeting the goals and objectives of their respective district's Strategic Plan. It ensures that schools are focusing on key strategic actions to improve student achievements for all students and to disrupt the historic power of demographics. Mainly, student test scores now serve as the prevailing achievement. The BSC offers schools and the community at large the opportunity to design alternative measures. The importance of engaging the school community and all stakeholders in discussions to gain a shared understanding has been stressed. However, many difficulties confront the adoption of this new approach, which includes ensuring consistency, selection of evaluation methods, increased burdens on educators, and personnel allocation. It is contemplated that with more measures to assess performance, greater levels of accountability and school performance can also be achieved. The implementation of BSC in the San Francisco Unified School District began in 2009, and it deserves continued attention.

著者

辻 敦子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.55, pp.159-172, 2009-03-31

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In the context of modern education, which is based on the idea of steady growth and development of human beings, experience is usually considered as accumulative by human beings to strengthen the autonomous self. From this point of view, we tend to talk about our experiences rigidly and in a stereotyped way in which we can place events of our lives into a frame of understanding. However, it seems that there is a reduction of the concept of experience to the assumption of usefulness. and a kind of strange aspect of events will be missed in this way of talking about experience. To overcome this situation, I examine Walter Benjamin's concept of experience. Benjamin (1892 -1940) generally is known as a philosopher influenced by various aspects of thought, such as German idealism, Jewish mysticism, and Marxism. I will try to show the concept of experience in Benjamin's text, especially as this is revealed in his essay on Proust, M., Baudelaire. C. and Kafka, F., to elucidate the most vivid aspects of experience. In conclusion, I will show that Benjamin's concept of experience dispels the notion of experience that is popularly held and that is taken for granted in educational theorizing.

著者

安藤 花恵

出版者

京都大学

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.52, pp.386-398, 2006-03-31

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。Fields of experts range from fields in which many experts are to fields in which there are few experts. Common findings from many investigations in different fields, as well as specific findings limited to certain fields have been identified. Nevertheless, expertise in art, particularly in acting, has remained relatively unexplored. This study focuses on the expertise of actors. I divided the process of acting into 3 phases: script reading, performance planning, and the actual performance. Anecdotal evidence indicates that highly experienced and good actors assume the viewpoint of the character, the actor, and the audience at the same time while acting. I proposed a model of three acting phases and effects of assuming the three viewpoints on the expertise of actors in each of the three phases. In performance planning, junior expert actors produced more action plans than script interpretations, and thought of them from the viewpoint of the actor and the audience. Thus their plans are full of diversity. In actual performance, they assume the three viewpoints simultaneously. Owing to this, they perform as they planned, and convey their intentions adequately to the audience. And they evaluate not only superficial aspects of their performances, such as voice, facial expressions, and so on, but also non-superficial aspects, such as atmosphere, from the viewpoint of the audience. Finally, implications to other fields are discussed.

著者

藤井 奈津子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.52, pp.147-159, 2006-03-31

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この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。

著者

細尾 萌子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.56, pp.387-399, 2010

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The purpose of this paper is to clarify a view of evaluation in baccalaureate in France. Baccalaureate is a certifying examination that confers the completion of high school and the qualification for university admission. It is conducted near the end of high school, and candidates take exams for almost all subjects they have finished. Most are short articles. Successful candidates can be basically admitted to enter any university. I began so by revealing characteristics of the organization of evaluation in baccalaureate. It is composed of a commission on making exam questions and three commissions on marking. In the former committee, teachers of various high schools draw up exam questions upon deliberation with chairpersons of a professor and an inspector. In the latter, high school teachers who are appointed markers adjust their grades by means of moderation. I then examined historical discussions on making exam questions and marking of baccalaureate. Diverse controversies have been developed in terms of validity, reliability and equity of evaluation. Through these investigations, I pointed out that baccalaureate has a view of evaluation aiming to assess the elevated ability at the average level of students concerning what they learned in high school without wide grade variations.

著者

南部 広孝 白銀 研五

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.59, pp.125-149, 2013-03-28

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The achievement of Education for All (EFA) is a global target. However, approaches to the education of children with special needs differ between countries because of traditions and social systems. Since the 1980s, Vietnam and China have gone through radical changes in their social structures, which have also affected educational practices. This paper explores the policies of special education and its characteristics in Vietnam and China, and analyzes how transformation of social systems can affect development of educational policies. By examining the differences between these countries, this paper aims to clarify the characteristics of such policies for achieving EFA. Consideration of restructuring based on efficacy and profit intuitively suggests a poor outcome for children with Special Educational Needs (SEN). This, however, is not strictly the case. A more market-oriented approach has increased the numbers of children in education, including SEN. Nevertheless, some children who have borderline conditions or social disadvantages are still excluded or placed in inappropriate educational settings. Improvements also tend to be focused on urban rather than rural areas. This study suggests four similarities between Vietnam and China. 1. Expansion of education occurred after changes in their social systems. 2. Individual rights are taken into account in their strategies. 3. Special education has also improved since the 1990s. 4. There are still educational problems, such as regional differences and poor quality of education.

著者

石井 佑可子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.53, pp.286-298, 2007

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筆者は従来の社会的スキルの役割を補助・強化する概念として、ネガティブなものも含めた自らの社会的スキルや対人関係状況に対するメタ認知を働かせ、スキルの適切な選択的行使・非行使を決定するスキルとして「メタ・ソーシャルスキル」を提案している。本研究では、その測定尺度作成を試みる。

著者

李 霞

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.56, pp.57-69, 2010-03-31

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Since the end of the 1980s', researchers have focused on pupils' "Subjectivity" and started to dispute this issue in the educational research field in China. To understand the educational problems in China, it has become the most important point to understand how pupils' "Subjectivity" is discussed in the education research field at present. In this paper, to make development of disputes about pupils' "Subjectivity" from the end of the 1980s' clear, researchers' opinions on concepts and cultivation of pupils' "Subjectivity" from representative Chinese researchers were classified. Particularly the purposes and methods of pupils' "Subjectivity" cultivation were paid more attention in this study. By reviewing the dispute of pupils' "Subjectivity" firstly, we could find that researchers' researches emphasized on individual development in the past, but social adaptation and enhancing interaction among others are focused at present. Secondly, improving teachers' teaching methods was emphasized in the past, but improving pupils' learning methods is emphasized at present. Finally, there are some problems could be found. Firstly, pupils' independent consciousness is emphasized in the researchers' opinions, but the discussion in a concrete method of cultivating their independent abilities is not enough. Secondly, the discussion in the diversity of pupils' "Subjectivity" and the promotion method is not enough either.

著者

李 芝映

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.58, pp.355-367, 2012-04-27

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In Genroku Kyoto, the Confucian scholar Itō Jinsai (1627-1705) opposed the "abstract" character of Zhuxi-school Confucianism by advocating an interpretation of the Way that was as easy to understand as it was to follow; jinrin nichiyō (daily ethical conduct). His ideas caused a great stir within the contemporary scholarly community and invited fierce criticism from especially the Kimon-school scholar Asami Keisai (1652-1711). In a previous paper I have already shown that the conflict between Jinsai and Keisai signified the emergence of a nichiyō discourse. This paper will take into account another Jinsai's critics, Kaibara Ekiken (1630-1714), to examine the further development of this discourse. In Dōjimon Higo, Ekiken, who then was developing his own views on "practical" scholarship, harshly criticized Jinsai's ideas. Given his neutral stance, this harshness comes as a surprise and is therefore significant. In this paper I will identify the essence of Ekiken's argument and contextualize it within his distinctive ideas on "serving Heaven and Earth". Doing so I will not only elucidate the difference between Jinsai's and Ekiken's scholarly concerns, but also show that these same concerns reappear in their respective conceptions of nichiyō.

著者

橋本 京子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.57, pp.489-502, 2011

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This study investigates how students perceive self and the circumstances when writing a graduation thesis, and also the relationship between positive cognitions and mental health. Thirty-one university students who were writing graduation theses were administered a questionnaire six months before the deadline and again one month before it. Students perceived themselves more emotionally unbalanced and more incapable, but more positive about their attitudes concerning their graduation theses than their classmates did. To perceive themselves more optimistic, strong-willed, and emotionally balanced was negatively correlated with feelings of depression in writing a graduation thesis. With regard to cognition about circumstances, they were more aware of the deadline and the progress of the graduation thesis one month before the deadline, and such awareness correlated with feelings of depression. From the analysis of their free descriptions, both enjoyment and suffering in writing a graduation thesis were abstract six months before the deadline, and they got both enjoyment and suffering in the concrete process of writing a graduation thesis and giving meaning to the results of their research one month before the deadline. The enjoyment and suffering in writing a graduation thesis were inextricably linked with each other.

著者

宮崎 康子

出版者

京都大学

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.50, pp.358-371, 2004-03

著者

竹内 一真

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.407-419, 2011-04-25

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This study clarifies how the technical skills of expert are studied. Such skills of expert have been extensive studied from anthropology and folklore to pedagogy and business administration. But the approach, or the background, to these skills is very common. This study focuses on the common approach to the skill. Especially Legistimate Peripheral Participation (LPP) (Lave & Wenger, 1991) is unique and is used widely. This study shows how technical skill has been studied before and after LPP. Preceding it, technical skills were considered studies by cognitive scientists, especially researcher, in regard to expert systems. Cognitive scientists have tried making an expert machine mainly to use for interviews with experts. But experts can’t talk about their skills a lot. Experts practice actual interacting with the environment, not merely thinking about it. On the other hand, LPP has off ered a new perspective to “learning” by clarifying how learners participate in the “community of practice.” Under this approach, learners become masters through participation into the community. In LPP, learners develop to interact with the environment, with artifacts and with other persons. After LPP, some research remains to be focused on teachers, not on the learners in community of practice.

著者

馬場 智子

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.56, pp.71-83, 2010-03-31

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The Thai government carried out an education opportunity expansion policy to establish the first a half of secondary education course in elementary schools in the '90s. It had an effective result, the quantitative expansion, but it became clear in regard to the equality of the result that there is a limit to learning. Moreover, there is the attendance percentage difference at the now local interval that succeeded in the quantitative expansion. For the cause of this difference, the lowness of the school attendance percentage of the indigenous Thai mountain people is discussed. In later years, the Thai government has began to recognize the indigenous Thai mountain people as Thai citizens and has undertaken policies to build an elementary school in a mountain village to carry out education for the Thai residents there. I am basing this report on a preceding study about the educational issues of the indigenous Thai mountain people and am intended to consider a necessary method to guarantee educational opportunities.

著者

奥井 遼

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.58, pp.183-193, 2012

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This paper proposes that the theory of phenomenology constructed by Maurice Merleau-Ponty (1908-1961) represents an effective method to analyze body-knowledge. In recent years, many educational researchers have paid attention to body-knowledge or tacit knowledge because it differs from intellectual knowledge, which modern educational studies have regarded as useful means to improve children's abilities in school. Those researchers who criticize learning by an intellectual method as "representationalism" regard learning through bodies, actions, or tasks as important for comprehensive education. However, to seek to means of sharing tacit knowledge among people, it is necessary to rely on language or the representation itself. To a complex relationship between actions and representations, I take the phenomenology of Merleau-Ponty. In response to Saussure's initial insight, Merleau-Ponty claims that meaning of words arises not through concepts that pre-exist in language but through language as a system of differences. For Merleau-Ponty, there is no meaning before the speakers start to speak, just a "silence." The meaning emerges from the paradoxical relation between existing and not-yet-expressed meaning, through the expressive field situated between speakers, signs, and prior language use and current speech; all of these things are anchored by bodily intentionality ("l'intentionalité corporelle"). In light of this view of Merleau-Ponty, we can consider how we could express body-knowledge apart from the representational use of language.

著者

河野 一紀

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.181-194, 2011-04-25

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This paper considers the transition in Lacan’s theory of signifier from meaning to jouissance in his consideration of the Oedipus complex. At first, Lacan reconceptualized the Saussurian concept of signifier in his own manner, in which the nature of signifier was related to the Freudian phallus, which played the crucial role in the Oedipus complex. Later, Lacan clearly distinguishes the Oedipus complex from castration, which led to consideration of the origin of signifier in relation to jouissance. This introduced an entirely new relationship between the Symbolic and the Real, and the essential ambiguity of signifier is then doubled. -On the one hand, it stems from the gap in meaning, that is, between signifier and signified, and on the other, the gap in speaking itself, that is, between signifier and jouissance. From these consequences, two clinical concepts are reconsidered: interpretation and transference. Moreover, this primitive mode of language in subject is termed lalangue, and this concept evidently shows Lacan’s rejection of all other linguistics.