「認知的徒弟制」論の現代的意義 : 認識にからだをとりもどすための一視角として

As one of problems on today's school education, we can point out the condition of alienation on learing, concretely that of a discrepancy between understanding with learning in school and understsnding with everyday experiences. It can be thougth that "knowledge" isn't recongnized as a realistic one for children on the ground of its decontextualization. In this paper, I make a general view of "Cognitive apprenticeship" that assumes domain specificity of knowledge and make clear its theoretical background. Then I examine its contemporary significance from the viewpoint of epistemology. This argument will re-examine a sense of knowledge and a sense of learning which dominate today's school education and present fruitful suggestions on educational practices