富士川游と治療教育学 : 教育病理学における"治療"と"教育"の架橋

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タイトル別名
  • Fujikawa Yu's Contribution to Therapeutic Pedagogy : The Conception of Therapy and Pedagogy in Pedagogical Pathology
  • フジガワユウ ト チリョウ キョウイクガク : キョウイク ビョウリガク ニ オケル"チリョウ"ト"キョウイク"ノ カケハシ

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抄録

This study identifies the role played by pediatrics in the conceptualization of child development in modern Japan through a pathological approach to child development studies, emphasizing "uncertainty" instead of scientific rationality. Through an analysis of The Journal of Child Research established in 1898, which promoted interdisciplinary studies, this study identifies Fujikawa's contribution in the introduction of his medical knowledge on pediatric diseases and distinctive therapeutic approach to educational fields. The influence of pediatrics on Therapeutic Pedagogy and Special Education has been disregarded in the historical research on the subject. However, from the mid-1900's, Fujikawa sought to establish a new academic discipline in the realm of child research, and used names such as Medical Pedagogy (medizinische Padagogik), Pedagogical Pathology (Padagogische Pathologie), and Therapeutic Pedagogy (Heilpadagogik). He introduced various western therapeutic / pedagogical theories in the journal and proposed a developmental stage theory from a medical perspective. His theory focused on "degeneration (Entartung)" and "educability" of sick children and investigated the history of human development through therapeutic and pedagogic approaches. His theory is notable for not drawing a clear line between normal and abnormal and caution in relying too much on the scientific understanding of the human body. The latter half of this paper discusses how his pedagogical pathology studies incorporated two main subjects of Fujikawa's research, medical and religious studies, which have been considered separately in previous studies on his life history. Based on his study of medical history and his clinical practice, Fujikawa valued religious human understanding in modern medicine, and argued that medical professionals should practice humility regarding scientific diagnoses. In the same way, he claimed not to draw a fixed line between normal and abnormal in developmental theory. His argument using a pathological approach contributed to the formation of Pedagogical Pathology, instead of Therapeutic Pedagogy. His idea on development, which emphasized uncertainty, however, does make a potentially valuable contribution to Pedagogy.

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