相対的な価値判断の多様性における問題探究力 : Paul,R.のクリティカルシンキングによる文学単元を基に

• Published in: 国語科教育 Vol. 70; pp. 36 - 43
• Main Authors: 酒井 雅子, Sakai Masako
• Format: Journal Article
• Language: Japanese
• Published: Japanese Teaching Society of Japan 2011; 全国大学国語教育学会
• ISSN: 2189-9533; 0287-0479; 2189-9533
• DOI: 10.20555/kokugoka.70.0_36

To integrate relative value judgments, philosopher R.Paul has infused 35 critical thinking strategies into language arts. He defines language arts as a subject that deals with the art of conceptualizing and representing "how people live and might live their lives" in language, and he emphasizes literature education. The purpose of this study is to generalize the elements of the abilities required for inquiring problems within Paul's 39 literature units from the viewpoint of perspectivism. For this purpose, all of the lesson plans and literary works in the units were analyzed, categorized, and examined. These elements should include the skills of making accurate, clear, and valid arguments and the dispositions of fair-mindedness, open-mindedness, and reflectiveness. In addition, they are to distinguish the structure of standpoint-perspective-fact in making value judgments; to evaluate facts and judgments with each of these perspectives as criteria; to examine the relationship between various judgments and obtain a new perspective emerging from the relationship; and to identify a common standpoint from various perspectives. Literature education is expected to encourage students to acquire these abilities and develop their own perspectives.