著者

田中 崇恵

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.59, pp.347-359, 2013-03-28

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This paper discusses the differences in the character of "the Other" and "the Stranger." These concepts, especially "the Stranger," are meaningful for clinical psychology. "The Other" can clarify our identity naturally in the dichotomy of "you" and "I." However, "the Other" is as existence of the alterity which cannot contact forever for us. On the other hand, "the Stranger" seems to appear exceeding our control suddenly at the place where the boundary is ambiguous. It's shown as the Mebius suture type. In addition, an encounter with "the Stranger" seems to bring about the collapse of our old order, but also gives us a feeling of vitality. "The Stranger" appears as what supports our identity rather than appears as "the Other" who is not touched at all. There is greatly a meaning of treating about experiences of "the Stranger" in psychotherapy as well as about the topic of "the Other." In psychotherapy, it is important that psychotherapists listen to a client's narration of experience of "the Stranger" and help that a client makes experience of "the Strangers" internalize.

著者

川崎 良孝

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.59, pp.25-49, 2013

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Library and information scholars have largely ignored researching, the American Library Association (ALA) Code of Ethics, especially from a critical historical perspective. However in today's digital post 9/11 environment, library ethics is even more important for library practitioners and researchers alike. This paper explores the history of the Code of Ethics which was formally adopted in December 1938 by ALA Council. In addition the author compares the Code of Ethics with the Library Bill of Rights (LBR) adopted in 1939. Although the two documents were approved only a year apart, this paper finds a major difference between the thinking behind them. In summary, we can call the LBR a forward-thinking plan for a new model of librarianship, whereas the Code of Ethics was built on an earlier model of professional expectations. Perhaps because of this frame, the 1938 Code of Ethics has been nearly forgotten compared to the attention lavished on the LBR.

著者

鈴木 亜由美

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.49, pp.338-349, 2003-03-31

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

vol.50, pp.265-276, 2004-03-31

著者

広瀬 悠三

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.67-79, 2011

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This paper examines the new possibilities to think enlightenment through reconsidering Kant's idea of enlightenment. It is often said that Kant's enlightenment shows a fundamental paradox of education: enlightenment tries to make one autonomous but at the same time enlightenment itself hinders it because enlightenment is primarily heteronomous. In this context Kant's enlightenment deals with an issue of abstract and closed individual. However there is another aspect of enlightenment that is includes a relationship with society and others. In order to be autonomous and mature through enlightenment, one should think publicly. That is to say, one should communicate with others and examine his view at the others'position. Kant also says that one should be a member of cosmopolitan society. I try to pick up two kinds of cosmopolitan: (1) cosmopolitan who has interests in truth, world, inner value of human being and humanity, in other words, interests which are irrelevant to his own profits. (2) cosmopolitan who has a pluralistic view point stemmed from geographical thinking. With this pluralistic and geographical view point, cosmopolitan can live actually and seek such idealistic idea. Kant's enlightenment asks us to be such cosmopolitan and it suggests dynamic movement to be mature.

著者

西浦 太郎

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.167-180, 2011-04-25

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In this paper, the figure of "Katago" that appears in the tales of old Japan will be analyzed and the issue of the Japanese returnee students and the present Japanese culture will be discussed. Katago is a 10 year old boy born between a father who is an oni (Japanese ogre) and mother (Japanese) who was taken away by Oni to his country. Katago dedicates himself to bring his mother back to Japan and they finally succeed in returning to Japan. However, he finally commits suicide because of having difficulties living with Japanese people. According to Kawai(Kawai,1994), most of the stories where Katago suffers from his/her duality, being a ogre and a human at the same time, ends with his death. Kawai analyzes the "Katago" from a cultural and psychological perspective and he concludes although Katago's death is almost inevitable, it is the task of Japanese culture not letting the Katago die, as he entails indispensable elements to regenerate the Japanese culture. However, the following two points have not been sufficiently examined; The first point is "why" the Katago has trouble living in Japan. And the second point is what actually happens in the psyche of Katago that leads to his death. The third point is, what kind of possibilities exists that enable Katago to live. Hence, the three points have been examined and discussed on the basis of some case studies children raised up by two different cultures and societies.

著者

谷垣 紀子

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.57, pp.139-152, 2011-04-25

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Laughter is a research theme with two-sided nature and it is not easy to establish an all-inclusive theory of laughter, because it tends to depart from real laughter. In this paper, which focuses on laughter in myth and folktale, I have a view of both and try to demonstrate a point of view that is helpful to understanding laughter in the practice of psychotherapy. As a consequence, I obtain mainly three viewpoints for laughter. First, there will be arisen the movement such as sound, vibration or the internal movement in an individual by laughter. Second, it arises in the interaction between this world and another. That laughter can be both the entrance and the exit to these worlds. Third, laughter has a great tendency to make a person move passively without consciousness. So, laughter in psychotherapy sometimes has a chance to move dynamically. On the other hand, we need to consider the possibility that the laughter does force us to move.

著者

許 佳美

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.45, pp.136-148, 1999-03-31

著者

杉本 均 櫻井 里穂 工藤 瞳

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.15-39, 2009-03-31

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This paper explores the politics of child labour and compulsory education in Mexico and Peru. highlighting the trajectories of compulsory education and the worldwide childrights movements. Mexico and Peru are selected as they have contrasting child labour policies despite the similarities in geography and child labour profiles. While Mexico extended compulsory education starting the age of three, and the government has been strongly encouraging children's human rights, the country has not yet ratified the ILO's Minimum Age Convention 138, which forbids labour for children less than 15 years of age. Lenient standards for child labour result partially from disseminated cultural traditions that children's work is beneficial for their personal and social development. Peru ratified the Minimum Age Convention 138 in 2002, yet the concept of protagonismo, the capacity to participate in society and transform it forcibly remains. Major advocates are the local NGOs and working children who argue that children should be perceived as independent individuals who can judge and design their own lives, including continuation of work. The paper concludes that child labour and education policies are complex and that examining the relationship between compulsory education and child labour requires in-depth cultural analysis as well as policy analysis.

著者

小原 優貴

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.345-358, 2008-03-31

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The Protective Discrimination Policy has been implemented to decrease the gap between the different classes in India, where a stratification gap exists due to the deep rooted age-old caste system. The reservation system based on caste has been implemented in India since the era of colonization, and has been functioning as one of the important tools of Protective Discrimination Policy in India. The primary purpose of this reservation system is to secure the opportunity for backward classes in India, such as Scheduled Caste, Scheduled Tribes and Other Backward Classes (OBCs) in the legislative and parliamentary elections, public employment and public education, by reserving seats in proportion to the ratio of their class to the total population. The purpose of this paper is to address the present status and the difficulties of reservation system in education. Firstly, the paper will briefly look at the Protective Discrimination Policy and reservation system. Secondly, the author will look at the one of the most controversial issues of reservation system, reservation for OBCs. Finally, the author will discuss the present status and the difficulties of reservation system in Indian education.

著者

隼瀬 悠里

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.615-625, 2011-04-25

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Expanding the period of teacher education from a Bachelor’s degree to a Master’s degree is now being planned in Japan. Teacher education in Finland is famous for the requirement of a Master’s degree not only for secondary school teachers, but also for elementary school teachers. This tradition was started more than 30 years ago. Furthermore, Finnish teacher education is called “research-based” teacher education; the teaching practice is also seen as an opportunity to practice research. We must know why such features of Finnish teacher education have occurred because teacher education is based on the contexts of one’s own country. To explore the contexts of Finnish teacher education is the purpose of this paper. Especially, it focuses on the 1970s because many educational reforms took place in Finland at that time. A Master’s degree is considered as the basic degree of graduation from universities because of the reform in higher education. One reason for this is that Finnish higher education had been infl uenced by the German Democratic Republic. The discipline of education in Finland has been developed with teacher education, so didactics is the most important sub discipline of education there. This is why teacher education in Finland has a “research-based” character.

著者

王 令薇

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

巻号頁・発行日

vol.67, pp.43-56, 2021-03-25

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NHK『中学生日記』は1972年から2012年にかけて毎週放送されたNHK名古屋放送局制作の社会教育番組である。本稿は、その制作者側・視聴者側の語りを主な分析対象に据え、「ゆとり教育」が「国民的な合意」と見なされていくプロセスの一端を示した。1970年代から1980年代半ばまでの『中学生日記』は、制作者側の構想通りに、「受験戦争」と「選別教育」といった教育制度の問題を人々に提起し、それぞれの意見を述べさせる役割を果たしていた。1980年代半ばにおける臨時教育審議会の設立を境に、教育制度の問題への番組制作者側・視聴者側の関心は低くなり、学校と家庭が青少年の教育において果たすべき責任は議論の争点となってきた。2003年度以降、「ゆとり教育」の本格的実施と青少年問題の沈静化を背景に、『中学生日記』は制作者側によって中学生向けの番組として捉えられていくと同時に、教育議論への影響が小さくなってしまった。

著者

坂田 真穂

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.61, pp.93-105, 2015-03-31

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Corporeality in caring is instrumental in making the body of a caring person into a tool, since it allows this person to be united, physically and mentally, with whomever is in his or her care. The corporeality conveys its message through physical work. The caretaker and the person receiving care are influenced physically and mentally through the instrumentality of the body, the ambiguous of subject and object, undivided relation of body and mind, and verbal expressions. In this report, I show my own counseling cases of inner conflict in nurses, administering care, as clinical vignettes. Physical care makes the caretaker experience his or her own existence by helping others, but it may lead to a deep unconscious projection onto a patient. It is worrisome that corporeality in care is fading in medical site becomes more computerized, automated, and intellectual, even when it is important to determine the physical signs of the patient.

著者

渋谷 愛子

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.47, pp.147-159, 2001-03-31

著者

次橋 秀樹

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

no.65, pp.331-343, 2019

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推薦入試は、1967年度入試で文部省が「公認」したのを機に、多様化しながら拡大し、今やほぼすべての大学で行われるに至っている。『大学入学者選抜実施要項』において「出身高等学校長の推薦に基づき、原則として学力検査を免除し、調査書を主な資料として判定する入試方法」と説明されているが、制度的にも選抜方法でも複雑に多様化した現在、推薦入試はもはやこの説明には収まらないだけでなく、どの大学にも当てはまる一つの用語としては捉えにくいものとなっている。そこで本稿では、これまでの多様化の展開を歴史的に整理したうえで、現代の推薦入試を制度・選抜方法で整理しつつ、実際の運用例もふまえて分析視角を検討し、類型化することを試みる。

著者

長谷 雄太

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.67, pp.293-306, 2021

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悪は多くの論の中で曖昧に扱われ, その全容を掴むことが難しい概念である。本稿では, 犯罪現象を通して悪の性質について検討を行った。その中で, 悪は道徳的なルーツを持つものと主観的体験にルーツを持つものに分けて考えられた。また犯罪に至る内的要因として, 主体の持つ"力"の欠乏感や, それに伴う恐れや不安といった破壊的情動の存在が示唆された。ここで, 恐れや不安には発達的段階があり, そうした情動を対象化する器として悪が機能していた。そして, 悪と罪悪感との関わりを論じる中で, 主体の破壊的情動を抱える基盤の重要性が挙げられ, 司法・犯罪領域の心理臨床では, 動的犯罪要因への働きかけと同等に, 情緒的基盤に働きかける力動的なアプローチも必要だと考えられた。こうした犯罪における主体の在り方を正確に掴むためにも, 臨床家は道徳的悪に捉われず, 主体の体験的悪に迫る営みを専門的に行っていく必要があることが示唆された。

著者

中村 哲之 藤田 和生 瀧本 彩加 別役 透 渡辺 創太 森本 陽 溝川 藍 高岡 祥子 鹿子木 康弘

出版者

京都大学大学院教育学研究科

雑誌

研究開発コロキアム : 平成20年度 成果報告書 (Colloquium for Educational Research and Development)

巻号頁・発行日

pp.22-23, 2009-03-31

著者

中村 哲之 藤田 和生 瀧本 彩加 別役 透 渡辺 創太 森本 陽 溝川 藍 高岡 祥子 鹿子木 康弘

出版者

京都大学大学院教育学研究科

雑誌

研究開発コロキアム : 平成20年度 成果報告書 (Colloquium for Educational Research and Development)

巻号頁・発行日

pp.22-23, 2009-03-31

著者

森本 和寿

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.67, pp.123-136, 2021

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本稿は、ライティング教育はどのような視点から、どのように分類できるかという問題意識の下、米国におけるジェームズ・バーリンとリチャード・ファルカーソンの分類に着目し、ライティング教育の理論的な分析枠組みを描くことを試みた。先行研究において見落とされていた1980年代のバーリンの研究成果を検討することで、ファルカーソンの分析枠組みを修正し、より妥当な枠組みを提供することを目指した。本稿では、価値論/認識論、教授学、評価の3つの観点と現代的伝統修辞学、認知主義、表現主義、批判的/文化研究、手続き的修辞学という5つの立場で構成される新しい分析枠組みを提示した。これにより、①認知主義のポリティクスへの分析視角が保障される、②「プロセス」概念を教授学に組み込むことで分析視角が明瞭になる、③価値論・認識論に関わる論点と評価論に関わる論点を個別に検討できるという改善が得られた。

著者

開沼 太郎

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.134-146, 2002-03-31