<研究論文(原著論文)>合理性の育成における認知的情動としての驚きの意義

Abstract

This paper explores the role of surprise in the fostering of rationality by critically examining Scheffler’s concept of surprise as a cognitive emotion. This study demonstrates that surprise enables an unreflective reaction to cognitive contents, such as questions and criticism, relevant to the processes of teaching and learning, thereby drawing learners’ and teachers’ reflective attention to the contents. Moreover, surprise serves to motivate learners to consider reasons for newly recognized content. It also inspires teachers to flexibly respond to various questions put forward by children, as also to their expressions of wonder. Therefore, I conclude that surprise substantially contributes to teaching and learning in the fostering of rationality.