著者

小林 伸行

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.405-418, 2007

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社会は「いかにあるか」、 「いかにして可能か」。これらは社会は「在る」ことを自明視した上に初めて成立する問いである。しかし、これまで「なぜ社会はあると言えるのか」という哲学的な問いについては、思いの外、不問に付されてきたように思われる。哲学で問題になる存在(者)は専ら心と身体(を始めとする物理的存在)に尽きる一方、心身に還元できないものとして社会を固有の分析対象とする社会学自身が社会の実在性を問題とすることは殆どなかったからである。勿論、それが「社会の捉え方」と無関係であるのなら、少なくとも社会学的な問いとしては浮上して来ないのであるから何の問題もないであろう。だが、果たして「社会が在ることの捉え方」と「社会の捉え方」とは無関係であり得るのだろうか? 本稿は、 N.ルーマンの社会システム論を介して、この両者の関係を浮き彫りにしようとする試論である。そしてその際、 「哲学的ゾンビ」という概念に着目する。

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

vol.57, pp.111-124, 2011-04-25

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This paper aims to reconsider the education of the body, by referring to the phenomenological framework of Maurice Merleau-Ponty (1908-1961). Many interests in the body among educational studies have been given to changing bodies or improving performances as the education of “through the body.” On the other hand, works of the body, according to Merleau-Ponty’s framework, are the base of the experience of the world, which has already moved before a reflective subject thinks about world. If it is so, we can understand that these works of the body have been beyond our educational attempts or intentions. In this paper, I describe these works of the body, which provides a perspective to its education. To explain this perspective, I first consider the influences of Husserl to Merleau-Ponty, who expands and deepens the basic framework proposed by the Husserl’s phenomenology, especially about the idea of“ Lebenswelt” transforming to“ le monde vécu.” Second, I investigate the concept of “intercorporéité, ” which is regarded as a key concept in describing the experience of the world. In conclusion, I reconsider the education of the body by claiming the educational significance of the concept of “intercorporéité” and the phenomenological mode of thought in educational studies.

著者

椎名 健人

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.66, pp.325-348, 2020-03-26

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明治・大正時代の英文学者及び作家である夏目漱石とその門弟たちが織り成していた共同体(=「木曜会」)における師弟関係のあり方について社会学的観点から分析する。日本文壇内部における共同体の性質が1905年前後を境に硯友社的なギルドから大学教育を受けた人間による知的サロンへとその形態を変化させる中において誕生した文学サロンの一つである「木曜会」は、実質的には1903年-1916年まで機能したが、そこに集まった漱石門弟はそれぞれの世代ごとに異なる特徴を持っている。「木曜会」における師弟関係の構造と変容を分析することによって、アカデミズムと結びつく形で社会的権威を獲得していくに際して漱石とその門弟たちが果たした役割と、後に大正文壇の中心を担った芥川龍之介らの作家たちの文学的野心の起源について明らかにする。This study analyzes the mentoring relationship between Sōseki Natsume, a novelist and a scholar of English literature in the Meiji and Taishō Period, and his pupils from a sociological viewpoint. The nature of the community within the Japanese literary world changed its form from a guild-like form to an intelligent salon with university education around 1905. Although "Mokuyoukai", , " an intellectual salon by Soseki and his pupils, lasted from 1903 to 1916, members of "Mokuyoukai" had different characteristics for each generation. This study analyzes the structure and transformation of the mentoring relationship in ""Mokuyoukai", , " and clarifies the role played by Soseki and his pupils in acquiring the social authority of the literary world in connection with academia, as well as clarifying the origin of the literary ambitions of authors, such as Ryūnosuke Akutagawa, who played a central role in the literary world in the Taishō period.

著者

桑山 久仁子

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.49, pp.481-493, 2003-03-31

著者

羽山 裕子

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.58, pp.411-423, 2012-04-27

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In 2001, the LD summit was held in Washington D.C., at which the traditional diagnosis method of LD, the discrepancy approach, was criticized. It was suggested that the discrepancy approach was inaccurate, and information drawn from the discrepancy approach was not useful to develop an educational plan. However, these criticisms are not necessarily true for the original concept of the discrepancy approach. This paper addresses the original concept of the discrepancy approach. Bateman suggested that the measurement of intelligence-achievement discrepancy was the first step of LD diagnosis, and the second step, examination of cognitive characteristics and skills, had to follow the measurement of discrepancy. In the second step, ITPA(Illinois Test of Psycholinguistic Abilities) was often used. However, the first step was overemphasized when the discrepancy approach was widely adopted. This is because accurate judgment of LD was focused to allow the proper use of special education budget, and the decline of ITPA led to a decline in the second step, which led to overemphasis on the first step. This study yielded a number of insights regarding LD diagnosis. First, intelligence-achievement discrepancy represents only a limited part of LD diagnosis, and more particular measurement of individual ability must follow that. Second, a method is required to detect children with LD. Without such a method, the discrepancy approach cannot work adequately.

著者

古川 雄嗣

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.54, pp.71-84, 2008-03-31

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The subject of this paper is overcoming Nihilism on Shuzo Kuki's philosophy, which is able to be characterized by overcoming contingency through contingency. The fundamental question of Kuki's philosophy was the contingency of being. If it IS a contingency that I am or I am I, our being has no bottom, no sense, and no end. But, Kuki quested for exactly the sense in no-sense and the end in no-end. Kuki's analyses on various aspects of contingency (categorical, hypothetical, and disjunctive) ultimately arrive at the "Primitive Contingency (Urzufall)", but exactly there, we witness the "Metaphysical Absolute necessity," Kuki terms this the "Metaphysical Absolute," which can be characterized by "Necessity-Contingency." This means that the contingency recognized empirically is the necessity metaphysically, i.e. contingency is the "Other Being (Anderssein)" of necessity. Furthermore, this metaphysical view reveals that each contingent part and the necessary whole are mutually restricted to each other, therefore, some empirically contingent phenomenon is the reflection of metaphysical necessity. In this way, a contingent being which seems to be no-end appears to be a reflection of the metaphysical necessary end. It comes to be termed "Fate." When we accept the metaphysical necessary end which is revealed on the contingency as our own necessary end, we will hear the commandment "Do not pass a contingency in vain."

著者

宮崎 康子

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.50, pp.358-371, 2004-03-31

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This paper attempts the relationship between the Subject and Community in France in the 1930's. It also looks at the uniqueness of this decade in the rise not only of Fascism, but also Marxism, Surrealism and New Education. Most studies have proposed that theories of community focus on improving old community systems into newer and better ones. However, George Bataille (1897-1962) critically analyzed the normal community theories of the 1930's, suggesting that they were simply a means for reproducing the same type of community in the sense that all of them needed a certain core to maintain their order. It seemed to him that they were based on cannons and norms determined by reason. Bataille provided an abnormal system, which was called "Acephale", for thinking outside of the norms. The French word Acephale means "the headless man". The "head" is the symbol of the leader in a community, and therefore it also indicates reason. In Bataille's Acephale-community, there are no cannons or norms. All members of the community become as the Subject, who is totaly free from the logic of systems. In this paper, I conclude that an understanding of Bataille's theory of community should not focus on its functional aspect, but on the dynamic process of becoming of the Subject.

著者

池田 法子

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.63, pp.379-391, 2017

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本論は、1920-30年代の日本社会で国民統合理念として掲げられた「公民」概念を、マイノリティ集団である聾唖者がいかに受容し、抵抗したか、その様相および葛藤を考察するものである。具体的には、当該時期の障害児教育の発展に貢献した川本宇之介の「公民」教育論と聾教育の関係を整理し、聾唖学校教員や農村部の女性等の様々な立場の聾唖者からの川本の議論に対する対応・反応を考察した。「公民」教育論は、自由や平等といった価値の拡張を理想とする「デモクラシー」を基調に行動する「公民」の育成を目的とし、教育の機会均等の観点から聾教育に連結した。聾学校卒業生・教員の立場では、その理念には共感が示されたが、実際の学校や日常生活場面での手話の合理性や心理的影響に関する反論があった。一方、経済的・精神的自立を重視する「公民」概念は、国家社会に有用な人材たるイデオロギーを含みつつも、労働・結婚の差別に直面した当事者に受容された。This paper examines how the concept of "Koumin – Public Citizen, " which was proposed as an idea of unity of the Japanese people in the 1920s – 30s, was accepted or resisted by a minority group, the deaf. Focusing on Unosuke Kawamoto, who contributed to the development of education for people with disabilities during this period, his idea of "Koumin" education was clarified. Then, the reactions of various deaf people, such as teachers and alumni of schools for deaf children, and a woman living in rural area ware examined. Idea of "Koumin" education aimed to educate people as citizens capable of acting based on "democracy, " which is an extension of the value of liberty and equality. In terms of equal educational opportunities, this concept was connected to the education of deaf children. Deaf alumni and teachers sympathized with the educational idea, but they objected that sign language was the rational and comfortable language for them. The concept of "Koumin" education stressed independence, and was accepted by deaf people who faced discrimination with regard to labor and marriage, involving the ideology of being useful to the Japanese nation.

著者

西郷 南海子

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.62, pp.295-307, 2016-03-31

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.59, pp.625-637, 2013-03-28

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This study was performed to investigate the relationships of individual skills and narrative between former and future generations by Denshosha especially focusing on Legitimate Peripheral Participation (LPP). For this purpose, this study investigated how a master of a traditional performing art interprets their skills in the relationship among generations from narratives of the master. Two steps were taken in approaching an individual situated among generations. First, we clarified what the master teaches his pupil. Then, we analyzed the narratives to determine the master's interpretation. In the process of watching and interviewing, a master of a traditional performing art presented not only his experience of developing skills and his interpretation of the meaning of skills but also his way of handing skills on to the next generation. The results are shown in a matrix of three categories of skills and three phases of narratives. The details appeared in the matrix were interpreted by considering "gaps between generations" and "manners for changing." Denshosha would not only bring skills between generations but also inherit manners or values by interpreting the combinations of individual skills.

著者

宮嶋 由布

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.309-322, 2011

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This study examines the reasons why many elementary school children love"Pocket Monster" (Pokemon). Pokemon is a sum of monster characters and is the most popular character among children these days. Children can get these monsters and put them into small balls in the Pokemon game. They can acquire, collect, and grow them in the game. In the study, elementary school children completed a questionnaire asking them to identify their favorite characters and to write the reasons they liked them. The data were analyzed by focusing on those who liked Pokemon, and the differences depending on sex and age were analyzed. As a result, many children selected their favorite characters from a large number of Pokemon characters according to their traits and special abilities or the children's impressions about Pokemon, such as "cool", "strong" and "cute." Especially, many boys in lower and middle grades liked Pokemon because the characters have strong power. Moreover, Pokemon was liked by children because the characters are not only strong, but also cute. These results show that Pokemon can support children's dependence and independence by relating to their aggressiveness and tendency to be dependent.

著者

柴本 枝美

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.51, pp.290-301, 2005-03-31

著者

東山 紘久

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.45-56, 1999-03-31

著者

弘田 陽介

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.49, pp.120-132, 2003-03-31

著者

北神 慎司

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.47, pp.403-413, 2001-03-31

著者

高嶋 雄介

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.27-50, 2011

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Play therapy is exposed to the question of how it relates the psychic process of play therapy to external reality, such as behavior and states of patient's daily lives. However, we intend to understand psychotherapy from the viewpoint that divides the inside and outside. Actually, this previous question was made with that a viewpoint in mind. There is also a viewpoint of perceiving the whole for the viewpoint that divides the inside and outside. The former viewpoint is based on the idea that we should put an external event into a"retort" of psychotherapy and concentrate on those things, even if we feel that the external event is seemingly meaningless and we alone believe it is important. If we can truly do that, a mere external event becomes the whole. And any literal boundary between the inside and the outside is gone. In this paper, I consider the case of a boy with selective mutism and an old tale through these two viewpoints and succeed in concretely showing their difference. In my conclusion, I refer to the possibility of a viewpoint that perceives the whole.

著者

徳永 俊太

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.55, pp.391-403, 2009

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This review focused on a theory of history teaching in Italy by reflecting on the concept of laboratorio. In Italy, laboratorio broadly means a mode of lesson in which students perform their own research as historians do. This word originally means laboratory of history and was proposed by Lucien Febvre. In 1978, Raffaella Lamberti proposed a concept of laboratorio for the first time with a social perspective. She insisted on research by teacher and children and defined laboratorio as a mode of lesson and as a room for history education. After her proposal, many researchers and teachers proposed researches and practices with this word. However the concept of laboratorio caused a misunderstanding for history education. Some people thought that they only need methods to present lesson and a room well-equipped for good history teaching. In 2006, Italian researchers published a book in which they summarized researches of laboratorio. In this book, Ivo Mattozzi and Aurora Delmonaco insisted that teachers and researchers did not think about only method and room, but should change their view of history education.

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

no.58, pp.383-395, 2012

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This study was preformed to clarify what types of studies are needed to teach experience. Previous studies were investigated from the viewpoint of life-span development related to teaching experience. It is an important issue how experience of expert teaches. For example, successors are getting decrease in traditional arts or crafts because of low birthrate or urbanization. Especially this study focuses on the generativity, which Erikson has proposed at "Childhood and Society". Previous studies focused on two points. Firstly, the frame of study for generativity focused on the individual life cycle. Secondly, the research issues have focused on well-being and parenthood. So, there have been few studies about relationship between generations in education. However, a new frame of study has emerged. Yamada proposed the Generative Life Cycle Model which takes life as situated among generations. This model is effective for taking to teach experience, but there are few studies using this model. So in the future we need to use this model to the issue of teaching experience.

著者

江城 望

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.60, pp.249-259, 2014

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Some studies claim that eating disorders have a narcissistic character and this makes treating eating disorders difficult. In this study, I try to explain the narcissism in eating disorders by previous research. The results indicate that narcissism in eating disorders is perceived as grandiose and withdrawing from external objects, and that eating disorders are a form of self-control to satisfy the subject's narcissistic world. However, there are a lack of self, self-insufficiency, and the fear of being evaluated evaluated by others, behind their narcissism. Furthermore, there is self-alienation in eating disorders from the perspective of Lacan's mirror stage, so suffers have difficulties concerning themselves with others. Finally, I conclude that because we have a relationship with them as their therapist, we have to deal with their alienation and our being alienated by them.

著者

西川 潤

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.64, pp.57-69, 2018

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日本の高大連携は、実施目的の明確化や参加者確保に向けた実施体制の確立が不十分であるという課題を抱えている。本稿は、広島県の大学間連携組織である教育ネットワーク中国が実施する高大連携事業を事例として取り上げ、県全体での広域型高大連携の有効性を検討する。関係者への聞き取り調査を通して、(1)「大学を知る」という理念が強く意識されていること、(2)多様な層の高校生へのサービス提供が目指されていること、(3)大人数の参加を可能にする事務処理のプロセスがうまく機能していること、(4)地域貢献など、個々の大学の利益追求を越えた目的に合致していることが明らかになった。一方で、課題としては参加者へのインセンティブの充実や成果の検証に伴う人員・コストの確保が挙げられる。以上の事例分析より、広域型高大連携は一定の有効性を持ち、「大学を知る」という体験重視の発想が今後の高大連携のあり方を考える上で重要であることも示された。