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  1. 0 資料タイプ別
  2. 30 紀要・部局刊行物
  3. 生涯学習・社会教育学研究
  4. 33
  1. 119 教育学研究科・教育学部
  2. 10 総合教育科学専攻
  3. 生涯学習・社会教育学研究
  4. 33

「過去」の架橋と対話に関する教育学的可能性 : 歴史認識の対立を媒介とした日中の和解に向けて

https://doi.org/10.15083/00025103
https://doi.org/10.15083/00025103
2e569f8f-b720-49c2-8989-c9349016eae8
名前 / ファイル ライセンス アクション
life33_2.pdf life33_2.pdf (957.5 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2009-11-17
タイトル
タイトル 「過去」の架橋と対話に関する教育学的可能性 : 歴史認識の対立を媒介とした日中の和解に向けて
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.15083/00025103
ID登録タイプ JaLC
その他のタイトル
その他のタイトル Bottleneck in the Perception of Asia in the Post-War Japanese Pedagogy : Toward a Reconciliation Without the Sharing of the Past
著者 牧野, 篤

× 牧野, 篤

WEKO 118405

牧野, 篤

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著者別名
識別子Scheme WEKO
識別子 118406
姓名 Makino, Atsushi
著者所属
著者所属 東京大学教育学研究科生涯学習基盤経営コース
抄録
内容記述タイプ Abstract
内容記述 Is it really possible to share the same past between Japanese people and other Asian peoples who live in the area Japanese troops invaded in the period of World War 2 (Asia-Pacific War)? What should be questioned here is how we could achieve an acceptance that takes differences for granted, a tolerance that does not force others to share the same past, and a saving of souls that takes antagonism for granted. Rages mobilized by reason cannot take for granted differences in our sense of history. They always want it one and the same. This hurts the existence of the souls of the masses. Because such sense of history serves only to justify themselves of the present, leaving themselves bonded by the past. Straightforward admiration and glorification of the past block off the exit for their souls and lead them to intolerant reproach. Then, they have no choice but to continue being mobilized by reason, i.e. politics. Then, in a value-conscious place of activity called education, for example at school, how can we try to bridge the gap in the perception of history without sharing the past? What's essential is that there will be an emergence of others inside oneself that provokes the emergence of self-reflecting self. That is to say, we will, without the sharing of the perception of history with the peoples of other countries, start by having children read the text of a history textbook currently available and making each child aware of what they think of what he/she has read. There, others, classmates and Asian children, who perceive history differently from the child himself/herself, will emerge through his/her reflection and imagination as an existence indispensable for him/her to be aware of him/her self and to exist. Then a bridge is thrown over the gap in the perception of the past and we can start writing a new history called the future, while mutually accepting others’ perceptions of history. It seems that our task in the field of history education is to create the cycle of such self-perception based on the imagination of others.
内容記述
内容記述タイプ Other
内容記述 論文/Thesis
書誌情報 生涯学習・社会教育学研究

巻 33, p. 13-21, 発行日 2009-03-31
ISSN
収録物識別子タイプ ISSN
収録物識別子 1342193X
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AN10531339
フォーマット
内容記述タイプ Other
内容記述 application/pdf
日本十進分類法
主題Scheme NDC
主題 370
出版者
出版者 東京大学大学院教育学研究科生涯教育計画講座社会教育学研究室紀要編集委員会
出版者別名
Division of Social Education, Department of Lifelong Education Planning, Graduate School of Education, University of Tokyo
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