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教育研究における現象学的聴覚論の意義 : イーデ『聞くことと声』に定位して
https://doi.org/10.15083/00031240
https://doi.org/10.15083/00031240b5173aec-152f-48e2-ba2f-e30d702a6845
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_48_24.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2009-11-09 | |||||
| タイトル | ||||||
| タイトル | 教育研究における現象学的聴覚論の意義 : イーデ『聞くことと声』に定位して | |||||
| 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 | 10.15083/00031240 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | The Significance of the Phenomenological Theory of Auditory Perception in the Study of Education : Based on “Listening and Voice” by Don Ihde | |||||
| 著者 |
福田, 学
× 福田, 学 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 122889 | |||||
| 姓名 | FUKUDA, Manabu | |||||
| 著者所属 | ||||||
| 著者所属 | 東京大学大学院教育学研究科教育創発学コース | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In phenomenology, while the theory of perception has been developed primarily with regard to visual experience, Ihde conducts phenomenological research in auditory experience based on various viewpoints. In the first chapter of this paper, in accordance with Ihde's description, I elucidate that on the one hand, “ visualism” ̶which considers that looking at objects carefully is essential to understanding them completely̶dominates the way of thinking in western society and even determines the phenomenology whose aim is to recover the global fullness of experience. On the other hand, I point out that the characteristic of the experience described and elucidated in the traditional phenomenological theory of perception is shown most clearly in the auditory dimension. Therefore, phenomenological research regarding auditory experience can clarify the concepts and paradigms of thinking in phenomenology. In the second chapter, based on Ihde's research into “horizon,” a basic concept in phenomenology, I first elucidate that the characteristic of horizon̶namely, that it possesses a certain range and shape but gradually becomes vaguer from the center to the fringes̶is occasionally evident in the auditory field of a classroom as well. Next, I argue that the function of the resistance offered by the horizon relates closely to the learning conducted in classrooms. In the third chapter, based on research in which Ihde reconsiders inner speech̶traditionally thought of as the internal language of an individual̶from the viewpoints of horizon and resistance, I clarify the role of inner speech for children in class. Through these considerations, I point out how Ihde's theory of auditory perception is significant for the study of education and the perspectives that become available to the study of education by taking auditory experience into account. | |||||
| 書誌情報 |
東京大学大学院教育学研究科紀要 巻 48, p. 277-286, 発行日 2009-03-10 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13421050 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10516641 | |||||
| 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 | |||||
| 出版者別名 | ||||||
| The Graduate School of Education, University of Tokyo | ||||||
