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There are two principles we have to clarify in order to\nout his theories into practice in the real world. First, at the beginning of Emile, he mentions that\neverything comes out in“ good” without the interference of human hands. But whatever it is handed\nover human, it always becomes “bad.” The implication of that phrase is that education in human\nhands inferiors education of nature and things. The idea of passive education is based on this tenet.\nWe can find a number of successful cases of passive education. They are also called“ education without\nteaching.” Second, Rousseau imposed a comparative cultural perspective on western motherhood.\nOn the one hand, swaddling is the most popular style of caring babies as seen in Western paintings\nand pictures. It leads to the so-called“ maternal rejection” seen in the national character of America,\ncoined by Erik Erikson. On the other hand, a newborn baby in Japan is symbolically delineated as a\ncentral figure in a family. Keigo Okonogi points out with the phrase, “The Kanji character of River\n(Kawa)”. He claimed that the Japanese motherhood cannot simply be defined as an attachment to\nbabies but it contains a deeper meaning of the ultimate motherly forgiveness called“ Ajase complex”\nwhich is based on the ancient Buddhist philosophy. The maternal rejection in the West can be contrasted\nwith the Japanese Ajase. The comparative cultural difference of baby caring sometimes produces\ncross-nation-conflicts that cannot be solved by the communication between parents. Through\nthis study, I would suggest the best practice baby caring suited for the development of indubitable\nstable ego-identity and hope to resolve the baby caring issues many Japanese faces.", "subitem_description_language": "en", "subitem_description_type": "Abstract"}, {"subitem_description": "本論文は、よく知られているルソーの教育論の核心にある「事物の教育」と赤ちゃんのおくるみの西\n洋的伝統が提起する子育ての形が日本の教育と子供の自我の発達に関してどのような示唆を与えている\nかを探究したものである。この2 つのルソー的原理は、一見別々の問題を提起しているようにみえる。\nしかし、この2 つの原理は、実は、日本の教育の類型が一方の極にあると考えられる。ルソーの教育原\n理は、この極に関して妥協点を見いだすことを求めているという仮説を構成するための準備作業として\nこの論文を位置づけたい。事物の教育は、別名「消極教育」あるいは「教えない教育」でもある。この\n実例として5 つの実践例をとりあげた。他方、おくるみが典型的に示す、「母親の愛の拒絶」による西洋\n型エディプス・コンプレックスと日本の母親がつくる「無限抱擁」と言っても良い「阿闍世コンプレッ\nクス」(小此木啓吾)による自己アイデンティティ形成の違いは、一体どこに妥協点を見いだすことがで\nきるのか。ルソーの2 つの言説は、このような大きな課題を日本の教育者たちに突きつけていることを\n明らかにした。", "subitem_description_language": "ja", "subitem_description_type": "Abstract"}]}, "item_4_identifier_registration": {"attribute_name": "ID登録", "attribute_value_mlt": [{"subitem_identifier_reg_text": "10.34386/00007742", "subitem_identifier_reg_type": "JaLC"}]}, "item_4_publisher_35": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "立正大学心理学研究所", "subitem_publisher_language": "ja"}]}, "item_4_source_id_9": {"attribute_name": "ISSN", "attribute_value_mlt": [{"subitem_source_identifier": "13482777", "subitem_source_identifier_type": "PISSN"}]}, "item_4_version_type_18": {"attribute_name": "出版タイプ", "attribute_value_mlt": [{"subitem_version_resource": "http://purl.org/coar/version/c_970fb48d4fbd8a85", "subitem_version_type": "VoR"}]}, "item_access_right": {"attribute_name": "アクセス権", "attribute_value_mlt": [{"subitem_access_right": "open access", "subitem_access_right_uri": "http://purl.org/coar/access_right/c_abf2"}]}, "item_creator": {"attribute_name": "著者", "attribute_type": "creator", "attribute_value_mlt": [{"creatorNames": [{"creatorName": "浅沼, 茂", "creatorNameLang": "ja"}, {"creatorName": "ASANUMA, Shigeru", "creatorNameLang": "en"}, {"creatorName": "アサヌマ, シゲル", "creatorNameLang": "ja-Kana"}]}]}, "item_files": {"attribute_name": "ファイル情報", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_date", "date": [{"dateType": "Available", "dateValue": "2020-10-09"}], "displaytype": "detail", "download_preview_message": "", "file_order": 0, "filename": "kiyo18_p029_asanuma.pdf", "filesize": [{"value": "2.3 MB"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_note", "mimetype": "application/pdf", "size": 2300000.0, "url": {"label": "ルソー主義と日本的母性と教育のあり方", "objectType": "fulltext", "url": "https://rissho.repo.nii.ac.jp/record/6738/files/kiyo18_p029_asanuma.pdf"}, "version_id": "895b9ee2-4419-4229-aaba-c802ce7be233"}]}, "item_keyword": {"attribute_name": "キーワード", "attribute_value_mlt": [{"subitem_subject": "ジャン・ジャック・ルソー", "subitem_subject_language": "ja", "subitem_subject_scheme": "Other"}, {"subitem_subject": "消極教育", "subitem_subject_language": "ja", "subitem_subject_scheme": "Other"}, {"subitem_subject": "おくるみ", "subitem_subject_language": "ja", "subitem_subject_scheme": "Other"}, {"subitem_subject": "母親の愛の拒絶", "subitem_subject_language": "ja", "subitem_subject_scheme": "Other"}, {"subitem_subject": "阿闍世コンプレックス", "subitem_subject_language": "ja", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Jean-Jacques Rousseau", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "passive education", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "swaddling", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "maternal rejection", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Ajase complex", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}]}, "item_language": {"attribute_name": "言語", "attribute_value_mlt": [{"subitem_language": "jpn"}]}, "item_resource_type": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"resourcetype": "departmental bulletin paper", "resourceuri": "http://purl.org/coar/resource_type/c_6501"}]}, "item_title": "ルソー主義と日本的母性と教育のあり方", "item_titles": {"attribute_name": "タイトル", "attribute_value_mlt": [{"subitem_title": "ルソー主義と日本的母性と教育のあり方", "subitem_title_language": "ja"}, {"subitem_title": "Jean-Jacques Rousseau’s Educational Theories and the Japanese Motherhood", "subitem_title_language": "en"}]}, "item_type_id": "4", "owner": "8", "path": ["627"], "permalink_uri": "https://doi.org/10.34386/00007742", "pubdate": {"attribute_name": "PubDate", "attribute_value": "2020-10-09"}, "publish_date": "2020-10-09", "publish_status": "0", "recid": "6738", "relation": {}, "relation_version_is_last": true, "title": ["ルソー主義と日本的母性と教育のあり方"], "weko_shared_id": -1}
ルソー主義と日本的母性と教育のあり方
https://doi.org/10.34386/00007742
https://doi.org/10.34386/0000774215a8d524-5057-4de2-b8f9-38ff41822610
名前 / ファイル | ライセンス | アクション |
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ルソー主義と日本的母性と教育のあり方 (2.3 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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公開日 | 2020-10-09 | |||||||||||
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言語 | ja | |||||||||||
タイトル | ルソー主義と日本的母性と教育のあり方 | |||||||||||
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言語 | en | |||||||||||
タイトル | Jean-Jacques Rousseau’s Educational Theories and the Japanese Motherhood | |||||||||||
言語 | ||||||||||||
言語 | jpn | |||||||||||
キーワード | ||||||||||||
主題 | ジャン・ジャック・ルソー(ja), 消極教育(ja), おくるみ(ja), 母親の愛の拒絶(ja), 阿闍世コンプレックス(ja) Jean-Jacques Rousseau(en), passive education(en), swaddling(en), maternal rejection(en), Ajase complex(en) |
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資源タイプ | ||||||||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
資源タイプ | departmental bulletin paper | |||||||||||
ID登録 | ||||||||||||
ID登録 | 10.34386/00007742 | |||||||||||
ID登録タイプ | JaLC | |||||||||||
アクセス権 | ||||||||||||
アクセス権 | open access | |||||||||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||
著者 |
浅沼, 茂
× 浅沼, 茂
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抄録 | ||||||||||||
内容記述タイプ | Abstract | |||||||||||
内容記述 | Version 1 In this study, I have explored the alternatives of education to traditional education based on the educational concepts of Jean-Jacques Rousseau. There are two principles we have to clarify in order to out his theories into practice in the real world. First, at the beginning of Emile, he mentions that everything comes out in“ good” without the interference of human hands. But whatever it is handed over human, it always becomes “bad.” The implication of that phrase is that education in human hands inferiors education of nature and things. The idea of passive education is based on this tenet. We can find a number of successful cases of passive education. They are also called“ education without teaching.” Second, Rousseau imposed a comparative cultural perspective on western motherhood. On the one hand, swaddling is the most popular style of caring babies as seen in Western paintings and pictures. It leads to the so-called“ maternal rejection” seen in the national character of America, coined by Erik Erikson. On the other hand, a newborn baby in Japan is symbolically delineated as a central figure in a family. Keigo Okonogi points out with the phrase, “The Kanji character of River (Kawa)”. He claimed that the Japanese motherhood cannot simply be defined as an attachment to babies but it contains a deeper meaning of the ultimate motherly forgiveness called“ Ajase complex” which is based on the ancient Buddhist philosophy. The maternal rejection in the West can be contrasted with the Japanese Ajase. The comparative cultural difference of baby caring sometimes produces cross-nation-conflicts that cannot be solved by the communication between parents. Through this study, I would suggest the best practice baby caring suited for the development of indubitable stable ego-identity and hope to resolve the baby caring issues many Japanese faces. |
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言語 | en | |||||||||||
抄録 | ||||||||||||
内容記述タイプ | Abstract | |||||||||||
内容記述 | 本論文は、よく知られているルソーの教育論の核心にある「事物の教育」と赤ちゃんのおくるみの西 洋的伝統が提起する子育ての形が日本の教育と子供の自我の発達に関してどのような示唆を与えている かを探究したものである。この2 つのルソー的原理は、一見別々の問題を提起しているようにみえる。 しかし、この2 つの原理は、実は、日本の教育の類型が一方の極にあると考えられる。ルソーの教育原 理は、この極に関して妥協点を見いだすことを求めているという仮説を構成するための準備作業として この論文を位置づけたい。事物の教育は、別名「消極教育」あるいは「教えない教育」でもある。この 実例として5 つの実践例をとりあげた。他方、おくるみが典型的に示す、「母親の愛の拒絶」による西洋 型エディプス・コンプレックスと日本の母親がつくる「無限抱擁」と言っても良い「阿闍世コンプレッ クス」(小此木啓吾)による自己アイデンティティ形成の違いは、一体どこに妥協点を見いだすことがで きるのか。ルソーの2 つの言説は、このような大きな課題を日本の教育者たちに突きつけていることを 明らかにした。 |
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言語 | ja | |||||||||||
書誌情報 |
ja : 立正大学心理学研究所紀要 en : The Journal of the Institute of Psychology Rissho University 巻 18, p. 29-38, 発行日 2020-03-31 |
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ISSN | ||||||||||||
収録物識別子タイプ | PISSN | |||||||||||
収録物識別子 | 13482777 | |||||||||||
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出版タイプ | VoR | |||||||||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
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言語 | ja | |||||||||||
出版者 | 立正大学心理学研究所 |