倫理感覚の基盤を形成する教育 : 独自な尊重されるべき存在として自他を感じ取る体験

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Other Title
  • リンリ カンカク ノ キバン オ ケイセイ スル キョウイク ドクジ ナ ソンチョウ サレル ベキ ソンザイ ト シテ ジタ オ カンジ トル タイケン
  • EDUCATION FOR FORMING THE BASIS OF ETHIC SENSE : EXPERIENCE TO FEEL SELF AND OTHERS WHO SHOULD BE RESPECTED AS UNIQUE EXISTENCE
Published
2005-09
Resource Type
departmental bulletin paper
Publisher
東京 : 東京女子大学

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In undergraduate education of psychology department, students' interest in clinical psychology and its practice have been greatly increased. But in undergraduate level its goals do not lie in the acquisition of clinical techniques but in the total human understanding from various aspects. From this point of view it is regarded as important to facilitate the experience and development of the basis of ethic sense. The basis is, in other words, sensitivity to feel and perceive self and others as unique beings who should be respected. In this thesis one of the subjects for sophomores is examined. This subject deals with the research method of investigative interviews, especially semistructured interviews. The students learn this method by role-taking interviewers and interviewees and by each other's feed-backs. Aims of this seminar are to know the roles of the interviewers, and to consider the ethical matters in such research by learning and experiencing the procedures in details. (1) The topics of discussions in small-groups during lessons, (2) the questionnaire data of the participants, and (3) the students' narratives in their free remarks on the experiences of the lessons are examined. By analyzing and categorizing them, it is suggested that this lesson develops such basis of ethical sense mentioned above. The categories are shown to have experienced the feeling of self and others as unique respectable beings through corresponding own and others' experiences. Factors which seem to have enabled such kind of experiences are discussed to be (a) concentration and motivated involvement of the students, (b) attendance at the ethics expressed as practical procedures, and (c) coordination of the lesson's contents and the processes.

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