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「形象－対話環」理論の探究 : 三木清『構想力の論理』を拠点として
https://doi.org/10.24727/00028101
https://doi.org/10.24727/000281014a0db9be-0981-47f8-b87f-863fd5fbb98c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KK34004.pdf (2.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2019-03-22 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 「形象－対話環」理論の探究 : 三木清『構想力の論理』を拠点として | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | An Inquiry into Keisho-Taiwakan Theory Informed by Kiyoshi Miki's "Theory of Imagination" | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 「形象－対話環」理論 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 構想力 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 三木清 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 岡本夏木 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | DeSeCo | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | コンピテンシー | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Keisho-Taiwakan | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | imagination | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Kiyoshi Miki | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Natsuki Okamoto | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | cognitive science | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24727/00028101 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
村井, 万里子
× 村井, 万里子
× MURAI, Mariko
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| 所属 | ||||||||||||
| 値 | 鳴門教育大学言語系コース（国語） | |||||||||||
| 抄録（英） | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Keisho-Taiwakan theory (simply "Taiwakan" below) originated as a model of language education based on the "direct method" developed by Japanese language educator Kiichiro Yamaguchi (1943, 1952)．I built on his ideas from 1981 to 1988 by integrating the Keisho theory of Matsuzo Kaito (e.g．1932) and practices of Enosuke Ashida ; contemporary I am hard at work at systematizing this theory. This paper is an effort to cement Taiwakan's status as a foundational theory of teaching and learning activities. By exploring its affinity with Kiyoshi Miki's "Theory of Imagination (kosoryoku)" (Part I :1939, Part II : 1946; this paper uses the 2008 edition) Three perspectives and methods inform and reinforce this hypothesis : 1．Global transitions to a "knowledge-based society" have informed new Education Ministry guidelines for curriculum standards in Japan (2017). Driving this assumption are advances in cognitive, information, and brain sciences as well as developments in artificial intelligence (AI). These ideas have already deeply permeated the worlds of industry and academia, and society at large : their impending and growing influence on educational standards, can be seen in international research studies. In this section, I will outline these developments' significance and dangers, 2．Kiyoshi Miki attempted to construct his Theory of Imagination in four chapters: Myth, Systems, Technology, and Experience. (The author passed without completing a planned fifth chapter, Language.) All four chapters discuss the basis of human knowledge. In particular, Experience grapples with the ideas of Immanuel Kant (mainly from his "Critique of Pure Reason" and "Critique of Judgment") in an attempt to extract and explicitly identify the role of "imagination" (or Einbildung, to use Kant's term) at their heart. Here, I discuss how imagination relates to the theory and features of Taiwakan, and conclude with a derivation of the hypothesis that imagination is phenomenologically equivalent to the animating force driving Taiwakan. This idea forms the core of this paper's discussion. 3．In this section, I propose that Miki's Theory of Imagination and Taiwakan are accessible, easy-tounderstand frameworks for conceptualizing teaching and learning activities. I conclude by suggesting that the intelligence and sensitivity engendered by imagination can cultivate understanding and critically engage, bolstering people's understanding of the cognitive sciences while simultaneously equipping them with the ability to critically engage with key concepts therein. | |||||||||||
| 言語 | en | |||||||||||
| 書誌情報 |
ja : 鳴門教育大学研究紀要 en : Research bulletin of Naruto University of Education 巻 34, p. 33-49, 発行日 2019-03-11 |
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| 出版者 | ||||||||||||
| 出版者 | 鳴門教育大学 | |||||||||||
| 言語 | ja | |||||||||||
| 出版者(別表記) | ||||||||||||
| 出版者 | Naruto University of Education | |||||||||||
| 言語 | en | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||
| 収録物識別子 | 1880-7194 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12124651 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版物サブタイトル | ||||||||||||
| 値 | 教育科学編 | |||||||||||
| 出版物サブタイトル(別表記) | ||||||||||||
| 値 | Education Sciences | |||||||||||
| 本文の有無 | ||||||||||||
| 値 | 本文あり | |||||||||||
