書写書道教育における「人間形成」に関する考察 : 高次脳機能の発達という視点から

The Perspective of Human Development on Handwriting Education and Brain Science

Kawahara Jun

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

The practical aspect of handwriting education, such as acquiring skills to write quickly, accurately, and legibly, has become less significant as Japanese typing has become commonplace over the past several decades. Much has been written in the past about the relationship between handwriting and human development. In fact, there are calls for handwriting education to foster emotional development and concentration. On the other hand, recent findings in brain science suggest that while handwriting and typing are identical in terms of writing, they involve different processes in brain activity. Higher brain function, which is a function of the frontal lobe, is almost synonymous with human development in education, and a comparison of writing activity between the two has shown that handwriting activates frontal lobe activity more than typing. Based on these literature and brain science findings, we explored the future of handwriting education, including instruction for dyslexia.

Handwriting Education

Human Development

Higher Brain Function

Dyslexia

Handwriting and Typewriting

書写書道教育

人間形成

高次脳機能

ディスレクシア

手書きとタイピング

jpn

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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