Reconsideration on the significance of situated learning theory in modern times
| Project/Area Number |
16K17389
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education
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| Research Institution | Okayama University |
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Principal Investigator |
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| Project Period (FY) |
2016-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2018: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2017: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 状況的学習論 / ウィトゲンシュタイン / 再組織化 / 越境 / 世界像 / 権威 / 規則 / 権力 / 活動理論 / 状況論 / 拡張的学習 / 転移 / 教育学 / 思想史 / 哲学 |
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| Outline of Final Research Achievements |
The purpose of this study is to reexamine situated learning theories. The study discussed thoroughly how some boundaries of situation could be crossed in terms of Engestrom activity theory and Wittgenstein linguistic philosophy. The result of the study is that teachers’ ex cathedra work on children could cause the boundary crossing based on sharing the proto-faith in language.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究は、状況的学習論の思想的背景を精査し、分析哲学の側面からその意義と課題を析出することを試みた。その結果、言語への原初的信頼を足場として、教師の権威に基づく働きかけが状況の越境を促すことを明らかにした。従来、再組織化という鍵概念によって指摘されるにとどまっていた状況の越境の理路を、言語と権威という視座から解明することに貢献したと考えられる。
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Report
(4 results)
Research Products
(6 results)
