著者

山田 雅彦

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.1995, no.71, pp.61-72, 1995-05-10 (Released:2009-09-04)

参考文献数

23

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This paper tries to find an answer to the question : What is the 'transformation' of 'imposed relevancies' into 'intrinsic relevancies' in A. Schutz's theory? The results of the present author's investigation are as follows.Imposed relevancies in Schutz's theory refer to those things objectified at the moment when routine activities are interrupted. Socially imposed relevancies in particular emerge at the moment when routinized cooperative activities including systems of relevancies of the actor himself/herself and of others are interrupted. In contrast, intrinsic relevancies signify those things objectified in the process of voluntary action.The transformation of imposed relevancies into intrinsic relevancies accrues when the actor deals with the interruption of routine activities voluntarily. In the process of transformation imposed relevancies come to be subsumed under the actor's 'Wissenvorrat (stock of knowledge at hand) ' which regulates voluntary actions. Moreover, they activate as well as shake 'Wissenvorrat.' Thus, in this process, one cannot distinguish intrinsic relevancies from imposed ones, self from others. Furthermore, the same process of activating and shaking 'Wissenvorrat' is comprised of the possible leaps of the systems of relevancies into new dimensions. Such leaps signify learning new schemata for the understanding of new situations.