「ふりをする」ことの伝授としての教育

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  • 土戸 敏彦
    九州大学大学院人間環境学研究院国際教育環境学講座 : 現代教育思想論

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  • Education as Instruction of the "Pretending"
  • フリ ヲ スル コト ノ デンジュ ト シテ ノ キョウイク

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抄録

1. In the field of education there seems to be a great paradox. That is: there could be in education a lot of activities, to recommend to children what adults do not always believe right and practice for themselves. How should this be regarded? 2. People may pretend sp constantly that there can be no time when they do not pretend. This “pretending” has a kind of double meaning: in one and the same performance one will on the one side execute a certain purpose and on the other side act some part. The “pretending” is a performance, which includes this double meaning. 3. In the situation where the moral was born the first time, people pretended to keep promises each other. But the subsequent change is important, that the first pretending became to seem a stark truth without disguise. This is the reason why the “pretending” has the double meaning. Once moral got to prevail, anyone must at least pretend to obey the moral, whether he really obeys the moral or not. 4. It is the true form and not pretending that should be taught at the scene of education. The “pretending”, however, should be conveyed to children. By way of example it is good which should be taught, but it is the good for happiness which should be conveyed. In the process of education educand receives not only message but also meta-message from educator. This means a successful education. It contains essentially a certain gap between message and meta-message.

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