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このページ(論文)をリンクする場合は次のURLを使用してください: http://hdl.handle.net/2261/629

タイトル: 「認知的徒弟制」論の現代的意義 : 認識にからだをとりもどすための一視角として
その他のタイトル: Contemporary Significance of the Theory of "Cognitive Apprenticeship" : As a Viewpoint for Regaining a Body in the Process of Cognition
著者: 重久, 浩至
著者(別言語): Shigehisa, Koji
発行日: 1993年3月30日
出版者: 東京大学教育学部
掲載誌情報: 東京大学教育学部紀要. 32巻, 1993.3, p.23-31
抄録: As one of problems on today's school education, we can point out the condition of alienation on learing, concretely that of a discrepancy between understanding with learning in school and understsnding with everyday experiences. It can be thougth that "knowledge" isn't recongnized as a realistic one for children on the ground of its decontextualization. In this paper, I make a general view of "Cognitive apprenticeship" that assumes domain specificity of knowledge and make clear its theoretical background. Then I examine its contemporary significance from the viewpoint of epistemology. This argument will re-examine a sense of knowledge and a sense of learning which dominate today's school education and present fruitful suggestions on educational practices.
URI: http://hdl.handle.net/2261/629
ISSN: 04957849


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