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メルロ=ポンティにおけるアンリ・ワロン受容の教育への示唆
https://doi.org/10.15083/0002009909
https://doi.org/10.15083/00020099094c116640-989e-40a1-916f-b4202a4db071
名前 / ファイル | ライセンス | アクション |
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edu_63_42.pdf (1.1MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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公開日 | 2024-04-25 | |||||||||
タイトル | ||||||||||
タイトル | メルロ=ポンティにおけるアンリ・ワロン受容の教育への示唆 | |||||||||
言語 | ja | |||||||||
タイトル | ||||||||||
タイトル | Implications for education of the reception of Henri Wallon in Merleau-Ponty | |||||||||
言語 | en | |||||||||
言語 | ||||||||||
言語 | jpn | |||||||||
資源タイプ | ||||||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
タイプ | departmental bulletin paper | |||||||||
ID登録 | ||||||||||
ID登録 | 10.15083/0002009909 | |||||||||
ID登録タイプ | JaLC | |||||||||
著者 |
成田, 信子
× 成田, 信子
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著者所属 | ||||||||||
言語 | ja | |||||||||
著者所属 | 基礎教育学コース | |||||||||
抄録 | ||||||||||
内容記述タイプ | Abstract | |||||||||
内容記述 | Merleau-Ponty lectured on child psychology and pedagogy at the Sorbonne University during the three years 1949-1952. This paper focuses on the first part of the ‘Interpersonal Relations of Young Children’, which took place in the 1950-1951 academic year.It examines how Merleau-Ponty accepted Henri Wallon’s ideas on child development and considers their implications for education. Merleau-Ponty asked whether there is a means of linking the <other’s body> as it appears in visual perception with the <my body> as I perceive it myself, and put forward the idea of the concept of ‘action’, the <body diagram> that produces ‘action’ and the ‘one system’ in which it works, which is connected to Wallon’s ‘gestures’. As for Wallon’s understanding of the mirror image, as has already been pointed out in previous studies, he rejects the idea of Wallon as an ‘intellectual synthesis’ and refers to it as a ‘synthesis about coexistence with others’. On this paper However, Merleau-Ponty linked the two ideas, pointing out that he was advocating a new intellect supported by ‘living relations with others’. In Wallon’s cohesive sociality, he addresses feelings of jealousy and cruelty as ‘confusion between self and others’, and sees feelings of empathy as one manifestation of the ‘system of self and others’. As to whether cohesive sociality remains in adult life, he takes the position that it also remains in everyday life, whereas Wallon gave it as a special case. The two implications for education in this paper are that children learn from contact with the ‘actions’ and ‘gestures’ of others in the classroom, and that learning in the classroom is seen as a ‘single system’. | |||||||||
言語 | en | |||||||||
書誌情報 |
ja : 東京大学大学院教育学研究科紀要 en : Bulletin of the Graduate School of Education, the University of Tokyo 巻 63, p. 427-435, 発行日 2024-03-30 |
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ISSN | ||||||||||
収録物識別子タイプ | ISSN | |||||||||
収録物識別子 | 13421050 | |||||||||
書誌レコードID | ||||||||||
収録物識別子タイプ | NCID | |||||||||
収録物識別子 | AN10516641 | |||||||||
出版者 | ||||||||||
言語 | ja | |||||||||
出版者 | 東京大学大学院教育学研究科 | |||||||||
出版者 | ||||||||||
言語 | en | |||||||||
出版者 | Graduate School of Education, The University of Tokyo |