シュタイナー教育によるインクルーシブ教育の可能性

HABITUS Volume 25 Page 17-33 published_at 2021-03-20
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Title ( jpn )
シュタイナー教育によるインクルーシブ教育の可能性
Title ( eng )
Possibility of Inclusive Education through Steiner Education
Creator
Eto Yoshinori
Source Title
HABITUS
Volume 25
Start Page 17
End Page 33
Journal Identifire
[ISSN] 21867909
[NCID] AA12942536
Abstract
The Japanese education slogan “ikiru-chikara” can be translated as “zest for living.” This concrete enthusiasm (zest) for living that overflows from within each of us supports an educational philosophy of comprehensive development of knowledge, virtue, and the body, which is the aim of education in Japan. However, at present, a bias for intellectual development is increasing, and as a result, a separation between knowledge and existence, knowledge and action, knowledge and virtue, mind and body, particular and universal, and subjective and objective is occurring. It is expected that the bridge will be bridged in consideration of the unconscious layer inside. At present, inclusive and integrated models of education, like those utilized by Steiner education and which are being promoted worldwide, are attracting the attention of school communities whose goals are coexistence in diversity and the consideration of individual differences, including the presence or absence of disabilities. In this paper, a practical example of applying the methods of Steiner education to the care of a school refusal child with a disability is introduced (Practice at Steiner House Momo of NPO Steiner & Montessori Academy). In particular, exercises that connect the child’s imagination to physical sensations and exercises and their effects are introduced: (1) primitive physical experience (turning over, abdomen, four-sided movement, right-handed movement), (2) formen (form drawing experience from Steiner education), and (3) eurythmy (physical art activity from Steiner education).
Language
jpn
Resource Type journal article
Publisher
西日本応用倫理学研究会
Date of Issued 2021-03-20
Publish Type Version of Record
Access Rights open access
Source Identifier
[ISSN] 2186-7909