h education/educating teaching indoctrination reasonable teaching education teaching education teaching education teaching
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1 P
2 h education/educating teaching indoctrination reasonable teaching education teaching education teaching education teaching
3 P Ÿ education
4 É É É
5 P É É É É Ÿ
6 Ÿ i structure
7 P logical necessity dispositional necessity disposition É knowing knowing that knowing how
8
9 P É É i d
10 negotiation engaged dilemma-driven disposition words
11 P
12 R
13 P
14 P P Q Q Q R Q S Q T Scheffler, I., The Concept of the Educated Person, in: Howard V. A. and Scheffler, I. eds. Work, Education & Leadership: Essay in the Philosophy of Education, Peter Lang Publishing, 1995, p. 81. U ibid., p. 81. V ibid., p. 81. W É É X É F Û W W
15 P P X Bruner, J., The Process ofe ducation, Harvard University Press, 1960, pp. F É Q The Process of Education. F Ryle, G., The Concept of Mind, Hutchinson, 1949, pp. F É Q Ibid., p.43. F Ibid., p.43. F Ibid., p.44. F Ibid., p.44. F Ibid., p.44 F Ibid., p.44 F Lave,J.andWenger,E.,Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, 1991, p. 33. F V disposition words The Concept of Mind F
16 P V P P T É
17 P Rethinking on Teaching as the Key Concept toward the Clarification of the Concept of Education : on the Basis of Analyzing the Concept of Necessity in Hama Omura's Discourse and Records about her Educational Practice. Dai Hatakeyama Graduate Student, Graduate School of Education, Tohoku University Key word: teaching, education, Hama Omura, logical necessity, dispositional necessity The purpose of this article is to reinterpret the meaning of teaching and to reformthe conceptofittowardtheclarificationoftheconceptof education. In my research, the following three processes are adopted. Firstly, the word of teaching, which is used in two types of discourse in Japan: teaching needed education and teaching needless education, is dealt with and the meaning of it is made clear. In these discourse, it means that the teacher explicitly and gradually transfers the substantial fragments of knowledge and the procedural skills to the learner with the reasonable method. Teaching as such is supported positively in the discourse of teachingneeded education ; On the other hand, it is criticized and discarded in the discourse of teaching needless education. The point of question that we have to ask here, however, is how far the understanding of teaching as this meaning can be recognized as appropriate. In other words, it may be constructed by the failure to notice the pregnant implication in the educational practice. Secondly, according to this point, the another meaning of the word of teaching is made clear by analyzing Hama Omura's discourse and records about her educational practice. By analyzing her discourse and records, it becomes clear that she emphasizes the concept of necessity when she practices her action of teaching. The word of necessity generally refers to a logical relation of cause and effect, that is, logical necessity. Especially in the context of education, logical necessity is recognized as the stage whichisimpliedinthe phrase of frombasic to application. Furthermore, this stage is conditioned on two types of notion: the stage in matters for learning and the stage of human development. However, she didn't use the word of necessity as this meaning. She recognized it as dispositional neces
18 sity on the basis of the concept of disposition. The word of disposition means a sort of state of human's cognition which is to be bound to be in an appropriate situation. Actually, she understood the abilities of reading, writing, listening and speaking as inclusive action which was to be bound to act appropriately in an appropriate situation. Therefore, her word of teaching means the activity to create the situation, in which above four abilities are expected to be bound to act appropriately, in a classroom. Finally, the following two conclusions are introduced. First, the new meaning of the word of teaching can transform the static concept of teaching as transmitting the knowledge and the skills to the learner to the more dynamic concept of it. Second, the concept of dispositional necessity can bring an opportunity of rethinking on the concept of logical necessity as the principle of the present education.
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