分配から生成へ、または省察的関係論的視点へ—教育学研究のエビデンスを問うために— [in Japanese] Turning from Distribution to Generation, or a Methodology Based on Self-Reflection and Relationships for Pedagogical Studies: How Pedagogy Can Find the Evidence of Its Significance [in Japanese]
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In modern industrial society, pedagogy has regarded human growth and development as self-evident, taken knowledge, values, and other social resources for granted, and found the evidence for its own significance between the distribution and transfer of those resources and people’s growth and development. However, the structural changes of society have now brought us to a point where the embodiment of our being, or time and space, is denied, human growth and development have been made ambiguous, and the formation of a consistent self is inadequate: the very grounds of pedagogical studies are being undermined. Here, we are urged to review the task that precedes the methodology for pedagogical studies in approaching its objects: the stance on the object taken by the researcher who develops such methods and applies them to the object.<br> When focusing on an object and giving it meaning, we have already learned the physical techniques tailored to finding and defining the object that way. We pick up and approach the object based on these physical techniques, but, in the process, we incessantly reshuffle and recompose these techniques, creating our selves as an existence relative to the object and restructuring the relationship as our own living environment.<br> This is related to the nature of the <i>words</i> we use. <i>Words</i> belong to the group I belong to. The <i>words</i> I speak are given predefined meanings, but actually the meaning of my words materializes only after they have been uttered. Marked with the identity of my own body, my words break the spell of the predefined meanings, and lead me to express my own self. Moreover, since my body has the universality of the species to which I belong, my self-expression continually restructures my group as <i>we</i> incorporating <i>me</i>. By keeping <i>me</i> in the space between the <i>me</i> who is speaking words and the group, that is society, <i>I</i> belong to, <i>words</i> continue transforming society into <i>us</i>. This is what leads us to change society and turns me myself into the actor of my own life.<br> This way of <i>my</i> being is also expected from the researcher in his/her approach to the object. That is what we might call <i>positionality</i> or <i>stakeholdership</i>.<br> What we must consider now is a way for the researcher to approach the object in which, while involved with the object, the researcher sees the object itself grow and change into an actor as the researcher does.<br> Such an approach leads us to activities that, in the relationship between the researcher and the object, constantly change the researcher into a new being and describe the object through self-reflection and relationships. There, the object itself becomes something that has the researcher’s self-generation/transformation built in. This way of being of the object is itself people’s way of forming their selves; in other words, it is <i>learning</i>, <i>life</i>, and the relationships people develop among themselves, or <i>society</i>. <br> Developing himself as an existence relational to the object, the researcher becomes an actor who keeps developing and changing himself into a new self.<br> This very activity is <i>learning</i> itself. It is in this activity that pedagogical studies must find the new evidence of their significance.
- THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH
THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH 82(2), 287-298, 2015
Japanese Educational Research Association