J. Deweyにおける連続的ディスコース論と教師論

―思考を育てる教師のあり方を求めて―

抄録

  Since 1990's the reform of teaching and school culture has been discussed. It also has been discussed that the teacher's role in a classroom is a another important issue. However, it appears that we have been followed the fashion of the minute such as “the view of new scholastic ability” instead of considering what a child's learning should be and the teacher's role. On this point, Dewey's educational theory and thinking theory are still worth rereading and the significance of his ideas is noteworthy. Especially, Dewey's thinking theory is worthy of notice in that he introduced the concept of consecutive discourse and examined a child's thinking by the ordinary use of language. Dewey discerned that the intellectual thinking power grows from a social impulse, seized children's rich thinking in cultural activities, and realized that practical thinking is the based power in the ideal democratic society. In this paper, we examine Dewey's fundamental study of thinking. On the basis of Dewey's thoughts, wereconsider the teacher's role and what should be his position in modern schools. First, we examine some points about Dewey's thinking theory : how Dewey viewed language ; what is consecutive discourse that represents an experience ; what is consecutiveness of thinking. Second, we throw light on the following : Dewey realized that the basis for growth is the cooperative spirit which is fundamental for human beings ; he aimed to form an intellectual habits in education that he called consecutive discourse. Third, we considered Dewey's thoughts on the teacher's profession and role. Initially, Dewey seized a teacher as the existence of training and supporting a children's consecutive discourse and emphasized the teacher as a professional who understands the genuine culture and is conscious of his influence. Further, Dewey attached an importance to the practical thinking by which a teacher selects, judges and reconstructs while he masters the practical arts.