Context of Structuralism in Educational Thought -Forming “Pratique" on “Praxis"-

キョウイク ニ オケル コウゾウシュギ ノ モンダイケン テイコウ カラ コウイ ノ ソシキカ ヘ

クニサキ, タイオン

Kunisaki, Taion

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

英語

This paper, reconsidering the theory of Claude Lévi-Strauss, clarifies a new context of structuralism in educational thought. In addition, certain new patterns of thinking about education will be presented through this new context. In educational thought in Japan, the theories of structuralism have been combined with theories of the Other. As a result, these theories provide a context of judgments on modern education. In this context, an important theme is the manner in which we oppose “subjection.” However, this context has not been able to present any new pattern of thinking about education after judging modern education. Thus, this paper tries to provide a new context for thinking about education by reconsidering structuralism rather than by dismissing it. This paper deals with Lévi-Strauss’s theory about Totemism. This theory is one of the typical theories in structuralism, because he interprets Totemism as the working of mythological thinking. In other words, mythological thinking forms the subject. However, actions on both things and conceptions are indispensable for the working of mythological thinking. Therefore, the problem of “subjection” does not lie in subordination but in actions that form the subject. If this context of structuralism is transferred to a new context for thinking about education, an inquired theme relates to the actions that form a phenomenon of education. In this context, the most important notion will be “praxis,” which is different from “pratique.” In consequence, we will consider the following as new patterns of thinking about education: how the “pratique”

英語