カベル「エマソンの完成主義」による教師教育の再構築 : 哲学-臨床融合型教育学研究

Abstract

我が国において､近年ほど質の高い教師が求められながら､教師や学校の教育活動が疑わしいものとして人々の口にのぼることはなかったのではないか｡高度に技術化･情報化した社会のなかで生徒に伝えるべき知識は加速度的に増える一方､教師は多様化･国際化した地域･保護者の 要請にも対応して行かねばならない｡しかし､実際には､教師がさまざまな教育言説で不信感を伴うような批判の対象として取り上げられる場面が少なからずみられる｡これが今日の教師のおかれた現状ではないだろうか｡信頼関係が最重要視されるべき教育現場に､不信感の漂う不幸な 事態はなぜ起きてしまったのか｡ 本稿は､その要因のひとつとして｢教師のアイデンティティー喪失｣を取り上げる。

Manifested as an increasing lack of respect from citizens, teachers in Japan face a severe identity crisis mainly because of the nation's structural shift from a modernization-oriented period to a post-industrial capitalism era of capitalism. Their status as intellectual frontrunners in communities needs to be redefined as forerunners of learning, i.e., those who continue transfiguring themselves in ordinary work and study. This article illustrates how Cavell's Emersonian Perfectionism contains implications for rebuilding teacher education. Specifically, the notion of perpetual transfiguration of self, which is rooted in Emerson's writings, is identified as a key issue to elaborate an image of a teacher as learner. Drawing on the works of Emersonian philosophers, the author pursues the vision of alternative teacher education primarily focused on the idea of creative reading. In contrast with instrumental programs in today's teacher training, securing opportunities for creative reading encourages teachers to keep developing the sense of being and becoming professional teachers. Therefore this type of teacher education also requires an approach to reciprocal interactions between educational philosophy and teaching as clinical practices. Also, Perfectionist teacher education has a capacity to help teachers to rethink their ordinary but intrinsic conduct, namely, reading and thinking.