著者

嶋崎 さや香

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.62, pp.115-127, 2016

著者

福井 佑介

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.62, pp.93-114, 2016

著者

都村 聞人

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

vol.52, pp.65-78, 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

井芹 聖文

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.261-273, 2012-04-27

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This study was performed to examine the way people suffering from illnesses ask for the name of their condition, by analyzing self-diagnoses and one case. When people concerned give a name to their illness, it leads either to relief of their pain, presents a new opportunity for coping with it, or causes additional distress, causing them to stop thinking and lose sight of themselves. In this case, the client diagnosed his illness as pervasive developmental disorder because he tried to explain his feeling of absence to himself and find his identity with the name. Moreover, through the name, he appealed to the therapist for approval. The client's confession of self-diagnosis to the therapist is an expression of the difficulties of living, considered as a negative self-introduction. It is often difficult to accept an illness and suffering even if it is given a name. Above all, it is important that a therapist has a receptive attitude toward a client's feeling of sorrow in the self-diagnosis.

著者

蒋 妍

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.653-665, 2013-03-28

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In Japan, university students have to study 45 hours for 1 credit, including 15 hours in class and 30 hours out of class. However, according to some surveys, they study too little for the credits they receive and they spend only 1-5 hours a week for out-of-class learning. It is necessary to find ways for teachers to prompt students' learning from the students' perspective. This study focused on Japanese students' views on in-class learning and out-of-class learning using data from 233 students (male=114, female=119). Factor analysis for views on in-class and out-of-class learning extracted 3 factors―self-betterment, companionship and self-searching. Cluster analysis was performed and students were divided into 5 types according to different views on in-class and out-of-class learning. The relationships between views for in-class & out-of-class learning, achievement motives, future views and enervation among university students were examined. The results suggested that students who see out-of-class learning as important as in-class learning showed positive features, while students taking only in-class learning views or out-of-class views showed negative features. Approaches to prompt students' learning of each type were discussed.

著者

子安 増生 野崎 優樹

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.57-77, 2016-03-31

著者

柄澤 郁子

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.59, pp.319-331, 2013-03-28

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How can we convey our real ideas and feelings to others, especially on occasions where we wish to pass them on seriously? In fact, we cannot know whether we have succeeded in passing on our real thoughts to others. Then, what actually occurs in conversation? According to Merleau-Ponty, words in conversation are a way for transformation of beings. We can change ourselves by words in conversation. However, we must not think that only the conceptual meaning of words can change ourselves. According to Merleau-Ponty, a gestural meaning that includes feelings works more than a conceptual meaning of words in conversation. In addition, another person with a "potential body" leads one's intention to give real words. The state of intercorporeality will be the key to synchronizing change of ourselves in conversation. However, we must pay sufficient attention to the fact that we are independent even in the state of intercorporeality. We will return from the state of intercorporeality to ourselves and could change ourselves by recapturing the meaning of words in conversation.

著者

安藤 花恵

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.277-289, 2004-03-31

著者

内藤 みちよ

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.585-597, 2008-03-31

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In our daily lives time (consciousness) is usually at the back of our consciousness. However, it comes to the fore and appears in one's narratives when a mental crisis occurs. Modernization had assisted in the growth of the consciousness of time within an individual. The narration one's story endlessly signifies to him/herself, that he/she was restrained from creating a life story in his/her own way. Clients told (retold) their hopeless and miserable stories in order to reconstruct and conclude their life story. Having worked with a therapist, they displayed their abilities to remake stories and operate the rigid passage of time. Such abilities are considered to be very important for them to live a sufficient life and receive the Last Judgment without fear. Some cases of female clients show that a dominant story based on an idea of progress intends to push female time and stories aside from the main stream of their stories. This point should be considered and analyzed in a future research.

著者

河井 亨

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.453-465, 2012-04-27

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Education researchers have long been interested in the relationship between practice and research. The purpose of this paper was to reconsider this relationship through a critical review of cultural historical activity theory, especially focusing on the works of Y. Engeström. First, I present an overview of the history of cultural historical activity theory. This is followed by a discussion of "developmental work research" and the method (change laboratory) used in Engeström's project. Third, I discuss the methodology of formative intervention adopted by Engeström and that of double stimulation by Vygotsky in laboratory experiments, which is the source of formative intervention. Engeström himself considered the methodology of double stimulation and reactivated it as that of formative intervention. The practices engaged by Engeström, however, were not laboratory experiments but collaborative practice with practitioners. This study indicated that Engeström had not developed his methodology fully because he underestimated the role of the researcher. Engeström actually pointed out that researchers could aim "at provoking and sustaining an expansive transformation process led and owned by the practitioners," but this was meant as an in-practice role, not an out-of-practice role that could open up practices to society, make them accountable, and share responsibility among them. In conclusion, for the construction of a formative relationship between practice and research, it is important for practitioners and researchers to consider both in-practice and out-of-practice roles of researchers.

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

vol.60, pp.249-259, 2014-03-31

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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

時岡 良太

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

vol.60, pp.235-247, 2014-03-31

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An avatar is the other self in a virtual space. This paper discusses the relationship between an avatar and the self in today's adolescents. First, the author considered communication between avatars. It is pointed out that the other's presence is weak in communication and that an avatar has a one-sided character, which is projected from one side of the user's personality. Next, the author considers the virtual space where avatars exist, and claims that the space is almost unlimited spatially and temporally, and that the boundary between the self and others is vague in this space. These features are related to the characteristics of dissociative disorder and developmental disorder, which are often discussed in today's clinical psychology. People who have these disorders are said to find it hard hold a mental conflict within themselves, and it seems that the same applies to an avatar. An avatar in a virtual space has an aspect that functions as a system that makes adolescents evade mental conflict by artificially diffusing their own selves. However, it is important to understand an avatar and the self of today's adolescents themselves, and not to regard them as something pathological or different from us.

著者

森崎 志麻

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.60, pp.45-57, 2014-03-31

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Taking the narratives of two interviewees who experienced "hikikomori" (social withdrawal) as materials, the aim of this thesis is to examine why the sense of playing a role is important to "hikikomori" people and also to Japanese society that contains "hikikomori" issues. In order to examine these questions, the concepts of "play" by Henriot and Winnicott were studied. The mental situation of "hikikomori" can be thought of as a negative self-relationship such as excessive self-consciousness. To have the sense of playing a role of oneself means that one can create distance and play between self and another self playing the role of oneself, between self and other, and also between self and society, since "play" is paradoxical in that it allows one to be absorbed into one's role and to be conscious that one is playing a role at the same time. When one is playing between the two elements described as "transitional space, " one can be creative and a subjective self occurs in play. Also, "hikikomori" and Japanese society that has "hikikomori" issues have the two paradoxical moral values of individualistic ethics and interdependent ethics. It is suggested that the sense of playing a role can serve as a bridge between these two moral values.

著者

竹腰 千絵

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.371-384, 2008-03-31

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Tutorials are one of the core teaching methods in British higher education and are a student-centered small group learning practice. It greatly differs from passive learning. Why did the tutorial system spread to other British universities? What are the unique elements of tutorials? This paper focuses on the transition and transformation of tutorials in British higher education, and attempts to find the inherited and unchanged elements of tutorials during the diffusion from Oxbridge to other universities. The first conclusion is that the unique elements of tutorials are (1) student-centered, (2) small group, (3) pastoral and academic care, and (4) Socratic method. The second conclusion is that, through diffusion, all universities which introduced tutorials inherited the first element. Concerning the second element, the size of groups is slightly bigger at London University and the Civic Universities. Of the third element, London University and the Civic Universities did not inherit both the pastoral and academic care, just the academic aspect of tutorials. However, the New Universities, which tried to introduce the "Oxbridge tutorial" inherited the third element, retaining the pastoral care as well as the academic care, dividing the two on occasion. As regards the fourth element, further research including interviews with tutors and students will be required for deeper consideration.

著者

宮崎 元裕

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.48, pp.95-107, 2002-03-31

著者

渡辺 貴裕

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.246-258, 2003-03-31

著者

松永 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.59, pp.235-247, 2013-03-28

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This study was performed to explore the nature of readers' experiences with English-language newspapers in occupied Japan. Focusing on Nippon Times, an English-language paper managed by Japanese but controlled by the GHQ in 1945-1951, this study shows how global media, such as English papers, cause their writers and readers identify with their own culture and nationality. Originally, Nippon Times was established to improve Japanese international relations in 1897. After the Manchurian Incident in 1931, the paper was expected to function as Japanese propaganda but after World War II, it became a mouthpiece for the GHQ. However, the newsroom included multicultural staff such as Japanese-Americans, and under the censorship of the GHQ, they identified themselves as a medium to express themselves to GHQ on behalf of the Japanese people. During the occupation, the paper's main readership was the American military and their family members in Japan, but many Japanese people subscribed to study English. Articles about Japan in English functioned as instructive texts for students and some readers actively tried to express their opinions to an international audience. Some Japanese readers actively tried to translate their domestic opinions into international ones. Through the examination of such articles written by Japanese, Nippon Times was an educational medium enhancing Japanese identity, portraying an internationalized Japan.

著者

井芹 聖文

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.429-441, 2013-03-28

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This study examined the naming mechanism in clinical psychology. Through interpretation of treatment in shamanism and Onmyoudou, or "Genesis" and "the oldest of chronicles of Japan," the following ideas in basic naming mechanism were elaborated; a) a structure that an subject names an object, b) a cutting function, which has either a productive and creative aspect or a violent and destructive aspect, c) characteristic property in time and space. These points were reconsidered from the viewpoint of clinical psychology, in which superiority of the ego is discussed. Moreover. it is important that the subject commits the object as much as possible. Considering the relationship between the client and a therapist, a method to examine the naming mechanism in clinical psychology is enabled as follows; when the name is born in the relationship with the main subject and the object, how does another subject commit and affect this process? In comparison with the conventional naming mechanism apt to be thought as one psychology models, this model provides a methodology to consider the naming mechanism in two psychology models.

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.58, pp.383-395, 2012-04-27

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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

保田 卓

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.57-66, 1999-03-31