学校教育における「対話」視点導入の意義

対話と教授の両極的全体の教育構造把握のために

抄録

The process of human growth is understood to be a process of self-realization and understanding the world. O. Fr. Bollnow refers to language, more specifically to 'dialogue' (das Gespräch) in its concrete setting, as serving that purpose.
Based on this theory of Bollnow, the author interprets school education in its polarity structure of 'dialogue' and 'instruction', adding some considerations on the task of the teacher resulting from these premises.
In dialogue, man for the first time becomes his own self. By the activity of talking personal interior potentialities are being digged up, the self finds personal fulfilment. But because true dialogue matures suddenly transcending the limits of the original plan, and because it is not something which can be accomplished in a leisurely fashion, applied to instruction, its potentialities are all too uncertain. Therefore, what school education as intentional education can accomplish, is 'education toward dialogue', i. e. educating with the aim of paving the way for the capability of conducting true dialogue.
But dialogue as a means and as a goal of education is intimately connected with the school function of 'instruction'. Here lies the rationale why school education as a whole can be conceived as a polarity structure of dialogue and instruction.