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道徳教育において物語の背景設定を漸次的に開示することのメリットについて ─「誠実さ」を教えるための教材とされる「手品師」の話を例に ─（後編）
https://ikuei.repo.nii.ac.jp/records/399
https://ikuei.repo.nii.ac.jp/records/3990f6918e7-a483-44be-89b0-8deb379b0700
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
01-IKUEI-TSUTSUMI.pdf (664.4 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-05-23 | |||||
| タイトル | ||||||
| タイトル | 道徳教育において物語の背景設定を漸次的に開示することのメリットについて ─「誠実さ」を教えるための教材とされる「手品師」の話を例に ─（後編） | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
堤, 大輔
× 堤, 大輔× Tsutsumi, Daisuke |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The story of “an uncelebrated magician”, written by a former teacher and education\nsupervisor Teruo Ebashi, is a standard material of morality lesson in Japanese primary schools,\nin which the magician, a moral hero, fulfilled his promise to meet and amuse a lonely boy, at the\ncost of the once-in-a-lifetime opportunity of making his debut at a metropolitan theater. And its\nunwritten backstory was once told by the author in an interview: the magician had been deeply\ninfluenced by his tender-hearted parents who were always ready to help vulnerable people.\n In this paper, I discuss the merits of disclosing such a backstory to the students of a moral\nlesson, showing a suitable way of proceeding with the class. The points are as follows;\n(1) Merit 1: It helps the students identify the true components of a moral conduct (such as the\ndoerʼs courage or the surrounding social milieu), and think concretely on what conditions they\ncould do the same, thus feeling a proper sort and degree of reality in the story (or sympathy for\nthe hero), while, on the other hand, discussing objectively how they can realize a societal milieu\nwhich makes it easier for individuals to behave morally.\n(2) Merit 2: It gives the students ①the recognition (which may enhance the cultural level of the\npeople) that a conclusion is relative to term definitions, assumptions, preconditions, etc., and\n②an experience of fallibilism, in which their conclusive opinions often change as they\nincrementally come to know the circumstances.\n(3) In order to avoid an irrelevant or far-fetched discussion, a story as a material of a moral\nlesson should be used not to learn a single virtue but to discuss a virtue and its “peripheral” such\nas other virtues (or moral values) or related political, economic, legal, literary, psychological,\nethological issues, etc. | |||||
| 書誌情報 |
育英短期大学研究紀要 号 34, p. 1-19, 発行日 2017-02-28 |
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| 出版者 | ||||||
| 出版者 | 育英短期大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0914-3351 | |||||
