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タイトル: コミュニケーション教育における身体関係論の視座
その他のタイトル: The Perspective of Relational Somatics in Communication Education
著者: 山地, 弘起
著者(別表記) : Yamaji, Hiroki
発行日: 2011年 3月 1日
出版者: 長崎大学 大学教育機能開発センター / Research and Development Center for Higher Education Nagasaki University
引用: 長崎大学 大学教育機能開発センター紀要, 2, pp.75-90; 2011
抄録: In response to an urgent call for communication education in Japanese higher education, this paper attempted to establish an effective pedagogical policy as to the development of foundational capacity for face-to-face interaction. Drawing on phenomenologically-oriented relational somatics, the author proposed a three-stage model of learning tasks―awareness of existence, awareness of the implying, and words as action―which are compatible with the developmental theme of encountering the other and the self addressed in late adolescence. Those learning tasks may also be incorporated into hidden curriculum via the teacher's body (quality of presence). Through transforming the way of relating to their own body, students are expected to assume a critical attitude against the mainstream notion of the naturalized and commodified body, hence to make more authentic choices and expressions.
キーワード: Japanese higher education / communication education / somatics / relational somatics / genetic phenomenology
URI: http://hdl.handle.net/10069/24959
ISSN: 21856281
資料タイプ: Departmental Bulletin Paper
原稿種類: publisher

引用URI : http://hdl.handle.net/10069/24959



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