Abstract
In educational practice, "seeing" is very important. The sense of seeing is significant but it is difficult to discuss this seeing as far as we think about it within reach of educational methods. First, I will pick up a famous leader of teachers, Kihaku Saito. I'm sure he was expert in seeing. Secondly, I will try to unite what Saito implicates with Heidegger's thought and to explicate the essence of "seeing". Saito thinks that all of the teacher's history is condensed into seeing. Seeing is a kind of art. Seeing denies conceptual understanding. Teachers should see a child but at the same time they should perceive an atmosphere of the whole class. Here seeing means becoming inhabitant of the space. Seeing is listening to and harmonizing with the place. Here we have to pay attention to teacher's being. Seeing something is seeing oneself. Teachers should keep their eyes on their real finite selves but simultaneously should not find relief in such selves. Saito explicates that seeing doesn't relate with superficial methods and that the rich being of teachers brings out rich seeing. In "Being and Time", I-Ieidegger says that all sight is grounded primarily in understanding (Verstehen). Understanding is one of the fundamental structures for human beings. In short, seeing is one of the moments which constitute human beings. Seeing depends upon seer's being profoundly. Moreover Heidegger considers curiosity (Neugier) as superficial seeing. This Heidegger's emphasis on the way of being in seeing corresponds on what Saito says. Between Saito and Heidegger, there are some similarities. In conclusion, rich seeing calls for learning from children. Teaching is Learning. This task is, however, very difficult.
