学び支援プロジェクトで見られる自己への気づき現象 : 自他の往復運動と物語作成の推進力

Abstract

In this article, I consider the phenomenon of awareness of the self, as seen in the Learning Support Project conducted at the Center of Higher Education at Kyoto University. The project is called "Self-Construction Education." The purposes of this article are, firstly, to propose a new view of the self to deal with the processes leading to the awareness of the self via reorganization of the past general view of the self, and secondly, to examine the dynamics of the processes involved in the awareness of the self, based on the new self-view proposed by the first consideration. As a result of the first consideration, it was clarified that the past general view of the self was based on James (1890)'s self of selves, which saw the self as a total self and its constituent subselves. In this view, selves and ideal selves as a discrepancy, and self-concepts were also regarded as subselves. However, although the selves in the process of selfawareness appeared as bottom-dimensional selves, the past constituent self-view failed to deal with them. Furthermore, it did not deal with others and things living in the world of the self, either. The new view of the self, the dialogical self introduced by Hermans and his colleagues, was proposed by overcoming these two problems. The new view can express the bottom-dimensional selves as subjects, not only the Is but also others and things, and relationships among Is, others and things by using the concept tools of "position" and "voice." As a result of the second consideration, it was clarified that the processes involved in the awareness of the self could be explained as a self-other reciprocating movement; that is, the other demands a response from the I (movement 1), and next, the I asserts the essential of its existence (movement 2). However, the following consideration indicated that these two movements would happen in an arbitrary way, therefore in the next, the dynamic movements would be shown with the help of other forces; in the Learning Support Project, the force was thought of as a driving force of story-making which would compel a narrator to reach the end of the story.