抄録
This article describes the educational action as the Symbolic Interaction. Current studies of the educational action emphasize the spatial relations between teacher and students. But in the educatinal action, we must grasp it in temporality. In this respect, Symbolic interactionism gives us fruitful suggestions. Symbolic Interactionism which derives from the thought of G. H. Mead was accepted by German pedagogy in 1970s'. This theory rests on three premises: that human beings act toward things on the basis of the meanings the things have for them, that the meaning of such things derive from the social interaction one has with one's fellows, that these meanings are handled in, and modified through, an interpretative process. This theory deals with not only human interpersonal communication but also intrapersonal communication. Furthermore, it deals with intersubjectivity and temporality. H. Joas says Mead's philosophy of time is certainly the least intelligible and least well elucidated part of his work. The key concept of Joas's study is practical intersubjectivity and the relation between intersubjectivity and temporality. Especially in educational action as Symbolic Interaction, we must pay attention to temporality of educational action. I will discuss the practical intersubjectivity, which bases on cooperative action in the classroom, and the relation between cooperative action and temporality.
