わが国の戦後教育学におけるワロンの発達論の受容に関する研究 : 堀尾輝久を中心として

A study on the Acceptance of Henri Wallon’s Theory in the Post-War Pedagogy: Focusing on the works of Teruhisa Horio 

Imbe Kazuto

Nanakida Atsushi

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

Henri Wallon (1879-1962) is a French psychiatrist and a developmental psychologist. He created a unique developmental theory that emphasizes the relationship between posture and emotion through his clinical approach to handicapped children. His theory was accepted not only in the field of Japanese psychology but also in the field of Japanese Post-War pedagogy.  This  study  examined  the  characteristics  of  the  acceptance  of  Wallon’s developmental theory in the field of Japanese Post-War pedagogy. In conducting the research, I focused on the “developmental pedagogy” conceived by Teruhisa Horio. Horio is a representative of Post-War pedagogy, and his “developmental pedagogy” is an educational theory that became very famous in the 1970s and 1980s. Horio’s “developmental pedagogy” embraced developmental psychology, mainly Wallon and Jean Piaget (1896-1980). Therefore, I focused on “developmental pedagogy” and examined the characteristics of Wallon’s reception in Post-War pedagogy. As a result, the following points were clarified. First, the findings of Wallon’s theory, which Horio emphasized, is the concept of developmental stages. Because Horio used Wallon’s theory of developmental stages in combination with the theories of Piaget and others, Wallon was treated as one of the static developmental stages. Second, Wallon’s developmental theory was not fully accepted by Horio. This was because Horio did not fully understand Wallon’s view of the body. It was the basis of his developmental theory and constituted the framework of his developmental theory. However, Horio’s focus was on showing Wallon’s view as a fragment of information to be presented according to the developmental stage he was discussing. As a result, Wallon’s theory emphasized aspects of developmental stage theory, and the rest was only shown as pieces of information.

Henri Wallon

Teruhisa Horio

Post-War pedagogy

developmental stage

アンリ・ワロン

堀尾輝久

戦後教育学

発達段階

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2021 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086