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What should be treated of here, is the 'Child' which the adults have scarcely narrated hitherto, and the specific mode in which it comes on at this modem stage. The discourses on the child which have ...ever appeared in the western philosophy and thoughts were mostly the arguments about the education. To think of the child, however, does not mean to think of the education, much less to design how the education should be. We'll propose the transcedental 'Child' hypothetically, which is neither child in fact nor normative image of child. It is beyond the concrete experiences of child or previous to them. The same is also the case with the transcendental 'Adult'. These transcendental 'Child' and 'Adult' cannot be thought as some visible objects or the objectfiable, but they are lived in 'Me' by 'Me'. The typical case as the "dissolution" in the educational field in Japan is such phenomena that the class is broken by the disobedience of students or by the unintentional behaviors of pupils. The latter of these causes is above all born of the 'Child', which is characteristic of chaos, indiscipline, disorder and so on. In the territory, where the 'Child' rules and dominates, an access to the children through the 'Adult'-principle will result nothing but expansion of the gap between children and adults or pupils and teachers. Then we might have to take the way via the 'Child' in us adults.続きを見る
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Mendeley出力
KJ00000699776-00001