生涯学習論の枠組みに関する理論的考察

―ケアの検討を通して―

抄録

  The purpose of this paper is to clarify that care, as a frame of reference, is necessary to the lifelong learning framework. I focus on the concept of care used by Carol Gilligan, a psychologist, and Erik H. Erikson.

  The lifelong learning framework makes it possible to discuss education and learning over the whole of the life-span and of society. Lifelong learning has been expected to contribute both to personal development and economic growth. Today, in addition, social cohesion has become one of the fundamental objectives, by learning to live together with different people. In the framework, however, the self is defined through separation, and development through independence. So, the relationship with others is an inactive one, defined by concepts such as respect and non-interference.

  Gilligan calls such a framework an ‘ethic of justice’ and shows another, an ‘ethic of care’. In this, the self is delinated through the communication, and responsibility plays an important part. Care is active concern and involvement, brought out by another one's weakness As Erikson argues, care supports generativity, a sense of productivity and maintenance of the world. The concept of care helps the lifelong learning framework discuss other aspects of life, as vital involvement, mutuality, generation-cycle and so on.