S. K. Langer の「シンボル形式」論に基づく「教える－学ぶ」営みの再提示 ―創造的な教授としての「創作」と能動的な学習としての「鑑賞」― [in Japanese] Reconstructing the Model of "Teaching-Learning" Practices Based on S. K. Langer's Theory of "Symbolic Forms":"Creation" as Creative Teaching and "Appreciation" as Active Learning [in Japanese]
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This study aims to reconstructing the model of "teaching-learning" practices based on S. K. Langer's theory of "symbolic forms." Traditionally, the model of teaching-learning practices used "subject-object" relationship; it also distinguished between teaching and learning. Several studies were then conducted to re-present the model of teaching-learning practices, including the "subject-subject" relationship, for example, using situated-learning theory, educational relationship theory, and caring theory. However, the roles of the teacher and the learner in teaching-learning practices, including subject-subject relationships, have not been explained in depth. There is need to define the teacher's and the learner's functions in the process of the interactive relationship between teaching and learning.S. K. Langer's theory of "symbolic forms" offers the key to understanding and describing the interaction between the teacher and the learner in teaching-learning practices. Langer's philosophy of art is not limited to the context of artistic education or art training. It suggests that "translation" involves "creation" by the teacher and "appreciation" by the learner in the process of the teaching-learning interaction. The teacher transforms objects in nature into creation including symbolic forms. The learner takes in "conceptions" about objects through the process of thinking using "symbolic forms," and changes them into new "concepts." This practice of the learner refers to an "appreciation," that is viewing the same things in a new light, namely the learner's "conceptualization" of objects in the world.In conclusion, the model of teaching-learning practices can be defined as a process of double "translation," which comprises a teacher's "creation" and a learner's "appreciation." This model suggests that excellence in creative teaching is essential for drawing the ability of "conception and composition" for active learning during these processes.
- 人文・社会科学論集 = Toyo Eiwa journal of the humanities and social sciences
人文・社会科学論集 = Toyo Eiwa journal of the humanities and social sciences (34), 1-20, 2017-03