Meaning Creation of Teachers' Work and Logical Formation Structure of School

Abstract

  We need to investigate the principle on which a community enjoying meaning enrichment of interaction between learning activity and teaching activity can be created, if we stare fixedly at the existing state of school education displaying deep-rooted contradiction and difficulty. In order to investigate the principle, we ought to focus upon the meaning relation with which each individual teacher participating working in school education fields tries to spin out educational activity. The thinking which designs truly desirable school education system through radical thought and logic can be budded and be brought up in the case where we question earnest meaning or value each educational activity gropes for and this questioning is deepened with self-reference, without biases through existing current ideas. Based upon such a critical mind, this article reviews how traditional studies on school organization pose problems first of all, and then, shows that there is an unheeded pitfall throughout those studies. In this context, this article insists that the problem of reification and alienation of educational acts which is brought about concerning teachers' cooperation should be taken seriously, when we objectify and examine the mode of teachers' cooperation in school organizations as a theme to be illuminated newly because of lack of the theme in traditional ways of posing problems about school organization. And moreover, this article insists that the setting up the problem of reification and alienation brought about concerning teachers' cooperation in school organizations can be uncovered by focussing upon the relation phase in which variability of meaning of micro-educational acts comes to be fixed. Secondly, this article wrestles with the work to consider the above-mentioned theme through a circuit of theoretical rethinking of teachers' cooperation. On the basis of this consideration, this article illuminates the fundamental relation that causes alienation for teachers. Finally, this article inquires into the fundamental relation for teachers' cooperation that overcomes alienation and reification, and it tries to survey revolution towards that new relation.