Applicability of mentalizing research to education

Masuda, Yuko; Sannomiya, Machiko

doi:https://doi.org/10.18910/73798

アクセス数:232件（2024-04-17 08:26 集計）

固定URL: https://doi.org/10.18910/73798

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タイトル	Applicability of mentalizing research to education
著者	著者名 Masuda, Yuko
著者	NRID 1000090170828 1000090170828 著者名 Sannomiya, Machiko
キーワード等	Mentalizing
	theory of mind
	empathy
	emotional intelligence
	metacognition
抄録	Teachers are required to improve their qualifications and abilities and, accordingly, support children’s mental development. In recent years, mentalizing—the ability to understand the mental state of oneself and/or others —has been expected in education, and the development of mentalizing in children and teachers has become the focus of research. However, mentalizing comprises complicated components. Furthermore, since it includes various proximity concepts, it is difficult to understand how it can be effective for both teachers and children, especially as it is not a well-known process in Japan’s education system. Consequently, in this paper, we describe how mentalizing is regarded as one of a teacher’s crucial abilities. In addition, the relationship between mentalizing and close proximity concepts is explained. Accordingly, mentalizing encompasses self-others, implicitexplicit,and cognitive-emotional understanding, as well as theory of mind to show cognitive understanding of others and empathic understanding of others. Moreover, emotional intelligence is considered to be almost synonymous with emotional mentalizing. In addition, metacognition is considered a fundamental ability in influencing the development of mentalizing. To a large extent, the ability of mentalizing is considered to overlap with theory of mind, empathy, and emotional intelligence. This concept is also believed to emphasize metacognitive introspection. Concepts that have seen as similar to mentalizing are imperative in children’s mental development. Consequently, research on teachers and children has actively been conducted. The ability of mentalizing to consider the perspectives, thoughts, and emotions of others is an important skill for teachers that could significantly contribute to the mental development of children.
出版者	Graduate School of Human Sciences, Osaka University
収録物名	Osaka Human Sciences
巻(号)	6
ページ	19-35
刊行年月	2020-03
言語	英語
ハンドルURL	https://hdl.handle.net/11094/73798
DOI	https://doi.org/10.18910/73798
NCID	AA12727839
アクセス権	open access
出版タイプ	Version of Record
カテゴリ	紀要論文 Departmental Bulletin Paper
カテゴリ	Osaka Human Sciences / Vol.6

資源タイプ	紀要論文
ローカル資源タイプ	紀要論文
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	Osaka Human Sciences. 2020, 6, p. 19-35
DC.title	Applicability of mentalizing research to education
DC.creator	Masuda, Yuko
DC.creator	Sannomiya, Machiko
DC.publisher	Graduate School of Human Sciences, Osaka University
DC.language' scheme='DCTERMS.RFC1766	英語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2020-03
DC.subject	Mentalizing
	theory of mind
	empathy
	emotional intelligence
	metacognition
DCTERMS.abstract	Teachers are required to improve their qualifications and abilities and, accordingly, support children’s mental development. In recent years, mentalizing—the ability to understand the mental state of oneself and/or others —has been expected in education, and the development of mentalizing in children and teachers has become the focus of research. However, mentalizing comprises complicated components. Furthermore, since it includes various proximity concepts, it is difficult to understand how it can be effective for both teachers and children, especially as it is not a well-known process in Japan’s education system. Consequently, in this paper, we describe how mentalizing is regarded as one of a teacher’s crucial abilities. In addition, the relationship between mentalizing and close proximity concepts is explained. Accordingly, mentalizing encompasses self-others, implicitexplicit,and cognitive-emotional understanding, as well as theory of mind to show cognitive understanding of others and empathic understanding of others. Moreover, emotional intelligence is considered to be almost synonymous with emotional mentalizing. In addition, metacognition is considered a fundamental ability in influencing the development of mentalizing. To a large extent, the ability of mentalizing is considered to overlap with theory of mind, empathy, and emotional intelligence. This concept is also believed to emphasize metacognitive introspection. Concepts that have seen as similar to mentalizing are imperative in children’s mental development. Consequently, research on teachers and children has actively been conducted. The ability of mentalizing to consider the perspectives, thoughts, and emotions of others is an important skill for teachers that could significantly contribute to the mental development of children.
DC.identifier	10.18910/73798
DC.format	application/pdf
citation_title	Applicability of mentalizing research to education
citation_author	Masuda, Yuko
citation_author	Sannomiya, Machiko
citation_publisher	Graduate School of Human Sciences, Osaka University
citation_language	英語
citation_date	2020-03
citation_journal_title	Osaka Human Sciences
citation_volume	6
citation_firstpage	19
citation_lastpage	35
citation_public_url	https://hdl.handle.net/11094/73798
citation_doi_detail	10.18910/73798
citation_doi	https://doi.org/10.18910/73798

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