Learning guidance of reading in Japanese Language Class aimed at nurturing an “independent reader” that can grasp the existence of “self” as a relationship with society through reading. It pointed out the importance of “self-dialogue” constantly questioning himself. However, in the actual field of learning guidance, there is a situation in which learner cannot truly become a place to pursue “self” by being exposed to evaluation from others. Therefore, in this research, while considering the theory of “Dialogical Self” proposed by Mr. Hermans, et al. As a theoretical framework, we examined the theory and practice of Mr. Ohkawara. By relating learners to the problem situations they live, Mr. Ohkawara sees the problem as oneself as a learner and learners acquire new perspectives by others’ opinions. This argued that the learner positions the problem surrounding himself as a position within himself and is created by dialogue between other positions within himself and the problem. In this way, we clarified the significance of Ohkawara’s practice and also picked up what we could not pursue “self” from the actual description of the learner, and clarified the cause and effective means.
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