In order to understand the recovery process for those students
who have experienced non-attendance at school, the author has been
conducting fieldwork at a private part-time and correspondence high
school (hereafter called “X high school”). In X high school, those students
who have experienced school non-attendance are “good children” and
at fi rst deny “mischievous” students. Soon, however, the former accept
the latter and get along with them. Such acceptance is a necessary
step in overcoming the experience of school non-attendance. According
to Sartre, while I live in the world, I throw myself toward my future
possibilities and fi nd all things as tools for realizing those possibilities.
However, while I live in the world, I live with others. I can, on the one
hand, objectify the others and use them as tools at my own will. On
the other hand, the others can also objectify me and use me as a tool at
their own will. Therefore, while I live with others in the world, I have to
display certain behaviors following a role as a tool for others. Of course,
I can choose whether to display those behaviors or not, because I am
free. Due to the fear of being condemned by others, those students who
have experienced non-attendance at school often completely curtail
their own freedom and choose to be “good children.” Through the life at
X high school, they realize that they will not be condemned even if they
act like “mischievous” students. Thus it becomes unnecessary for them
to deny their own freedom and to behave as “good children.”
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