Similarities between Information Education and Japanese Education : An Issue in a Formalistic Learning Culture Approach(<Special Issue>Media Literacy Education-Perspectives)

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  • 情報教育と国語教育の類似性 : 形から入る学習文化の課題(<特集>メディア・リテラシー教育の現状と課題)
  • 情報教育と国語教育の類似性--形から入る学習文化の課題
  • ジョウホウ キョウイク ト コクゴ キョウイク ノ ルイジセイ カタチ カラ ハイル ガクシュウ ブンカ ノ カダイ

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Since Japan acquired Chinese characters, mastering language skills in a formalistic approach has been prioritized over a scientific analysis of messages. Although until the Edo period where Japanese and Chinese languages coexisted, various letters and sounds were intermingled, the nation promoted the systematization of the Japanese language during modernization in the Meiji period. As a result, contemporary Japanese has been established, and a formalistic learning culture approach was inherited during this period. On the other hand, information education which works with communication media seems to be following the track of Japanese education. Just as Japanese education which stays incapable of uniting "form" and "substance" systematically, information education is having difficulties in combining media and messages organically. The issue in a formalistic learning culture approach is the construction of new paradigms for the complex and plural capacity included in the human activity called communication.


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