書誌事項
- タイトル別名
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- Possibility of Inclusive Education through Steiner Education
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説明
The Japanese education slogan “ikiru-chikara” can be translated as “zest for living.” This concrete enthusiasm (zest) for living that overflows from within each of us supports an educational philosophy of comprehensive development of knowledge, virtue, and the body, which is the aim of education in Japan. However, at present, a bias for intellectual development is increasing, and as a result, a separation between knowledge and existence, knowledge and action, knowledge and virtue, mind and body, particular and universal, and subjective and objective is occurring. It is expected that the bridge will be bridged in consideration of the unconscious layer inside. At present, inclusive and integrated models of education, like those utilized by Steiner education and which are being promoted worldwide, are attracting the attention of school communities whose goals are coexistence in diversity and the consideration of individual differences, including the presence or absence of disabilities. In this paper, a practical example of applying the methods of Steiner education to the care of a school refusal child with a disability is introduced (Practice at Steiner House Momo of NPO Steiner & Montessori Academy). In particular, exercises that connect the child’s imagination to physical sensations and exercises and their effects are introduced: (1) primitive physical experience (turning over, abdomen, four-sided movement, right-handed movement), (2) formen (form drawing experience from Steiner education), and (3) eurythmy (physical art activity from Steiner education).
収録刊行物
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- HABITUS
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HABITUS 25 17-33, 2021-03-20
西日本応用倫理学研究会
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詳細情報 詳細情報について
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- CRID
- 1390572174753011584
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- NII論文ID
- 120007002523
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- NII書誌ID
- AA12942536
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- DOI
- 10.15027/50601
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- ISSN
- 21867909
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- IRDB
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用可