授業における「相互理解」の現象学的考察

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書誌事項

タイトル別名
  • A Phenomenological Study on the Mutual Awareness in the Classroom
  • ジュギョウ ニ オケル ソウゴ リカイ ノ ゲンショウガクテキ コウサツ
公開日
2001
DOI
  • 10.18971/nasemjournal.26.0_55
公開者
日本教育方法学会

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説明

This paper aims to show how the teacher experiences children in the classroom, based on my own observation. As a observer, I interpret the behavior of the teacher or children by analogy with my own, and through my inner experience. Nevertheless this interpretation has a problem. Because in this interpretation the others are not more than duplicates of myself. In the classroom however the teacher experiences children neither analogy nor projection. As M. Merleau-Ponty so rightly declares, the teacher perceives the grief or the anger of the child in his conduct or his face, without reasoning by analogy. According to M. Merleau-Ponty, when the teacher perceives the child, the anonymous existance inhabits bothe bodies simultaneously. For the teacher furthermore the child is not only an object of his perception or understanding, but also a partner in the dialogue. Founding on B. Waldenfels' insight, it is clarified that there is constituted between the teacher and children a common ground in the experience of dialogue, and they have the mutual awareness each other. Consequently it is made clear, that the observer has the mutual awareness with the teacher and children, only when he co-exists with them through a common ground in their dialogue.

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