Children are torn between fantasy and reality. This is in part a reflection of the situation in which we adults are trapped. What can language classes as instruction in self-expression through words offer here? Is it not the function of language classes to help children recognize themselves in the encounter between words and that which they express? This paper reports on actual experience based on the following approaches; (1)turning oneself into instructional material; (2)thinking within "mutual resonances"; (3)examining one's life and emotions; (4)resolving paradoxes. The report advocates an approach based on an interest in the pupils' humanity and history.
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