An analysis of ASHIDA's teaching method for composition : by analyzing his way of guidance for pupils in writing compositions

Abstract

Enosuke Ashida is known for the "Zui-i Sendai (voluntary theme setting)" system; one of his ways of guidance for pupils/learners in teaching composition classes, the method of which is in high repute. Through his guidance, the pupils are well motivated towards deeper insights. His method, therefore, is reputed of "pupil-oriented" (or child-centered). On the contrary, however, the Ashida-method encounters criticism for its "teacher-oriented" (or teacher-centered) approach. The criticism is mainly incurred from the fact that teacher's contribution seems to be higher than pupils', since a major portion of dialogue during the class works are initiated by the teacher. In this paper, I deal with the contradiction, i.e., the two confronted assessments given to Ashida. In order to give a deeper observation to his class working records (titled "A guidance in writing compositions-Takinogawa Dai-ichi Elementary School" ), the below-mentioned two different approaches are taken as analytical measures, 1) to apply a demonstrative analysis method called "KI system (revised version)", and 2) to set sights on the concept called "Doppelseitige Erschliessung" (a dual structure of open-mindedness) proposed by Prof. Dr. Wolfgang Klafski, one of the world's known educational researchers. By giving these two different dimensional insights simultaneously, Ashida's teaching method is analyzed and interpreted. The analysis leads to a conclusion that the above-mentioned contradictions can exist dialectically. I.e., the Ashida-method, in teaching composition classes, is that the teacher makes the pupils express their "hibiki" (mental/spiritual vibrations) by means of "introspection". "Hibiki" is the result of pupils focusing heavily on their internal mental spheres. Ashida's personal experience in the same process towards "self-disclosure" (or self-mind-awakening) is heavily reflected in his teaching method. Hence, this particular aspect is the real substance of the method developed by Enosuke Ashida for teaching composition as well as reading.