Inquiry to Values and Meanings in Education: Through a Discussion of Edward Reed's Ecological Science of Experience

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  • 教育における「意味」と「価値」の探求 -エドワード・リードの生態学的経験科学を通して-
  • キョウイク ニ オケル 「 イミ 」 ト 「 カチ 」 ノ タンキュウ : エドワード ・ リード ノ セイタイガクテキ ケイケン カガク オ トオシテ

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The purpose of this paper is to reconsider the methodology and epistemology of the research on educational practice through a discussion of Edward Reed's ecological psychology. I shall clarify Reed's concepts of "experience" and "encounter, " connecting his three representative cross-sectional works written in the fields of psychology, history of thought, and social philosophy. Reed's first intention is to establish a descriptive methodology of human-environment encounters, under the influence of Gibson's theory of affordances. On the other hand, he has a philosophical tendency to support absolute and pluralistic experience, under the influence of Darwin's "underground psychology." This seems to lead to the paradox whereby we describe the indeterminate, unknowable, rich experience of others. However, it could be compatible if we reconsider his theory as a social practice that leads to the growth of experience, alongside a pragmatic view of education. I insist that his concept of "love of life" shows the common basis of sharing experience and his descriptive theory has practical value for teachers who inquire into children's lived experience.

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