International Christian University Repository / 国際基督教大学リポジトリ
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Rethinking the Concept of Fallacies in Argumentation Instruction
Get PDFTraditionally in critical thinking and argumentation instructional approaches
groups of general argument patterns have often been listed and taught as
fallacies, for example ad-hominem, slippery slope, and black and white. The
definition of a fallacy is that it represents a general argument that applies invalid
or faulty reasoning. However, the implication of listing groups of argument
patterns as fallacies is that the problem with the argument is seen to be in the
inherent form of the argument. Previous work, however, has pointed out that it
is not the form but the content, the weakness or strength of the claim itself and
the perspective being brought to the claim that determines the reasonableness or
appropriateness of the claim, or whether it may display invalid or faulty
reasoning. Building upon this body of work and my own experience, I develop a
position arguing against using a traditional approach of instruction that
describes groups of argumentative patterns as fallacies due to their inherent
form. I also argue that the traditional approach has some potentially serious
drawbacks for student attitudes and critical thinking dispositions. Finally, an
alternative approach for how these argument patterns could be used as teaching
materials that reflect a more real-world oriented paradigm is discussed.departmental bulletin pape
Shaftesbury’s Sensus Communis : an essay on the freedom of wit and humour: Japanese translation (part 2)
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“Very unhappy at two thousand feet” : Towards a Framework for Analysing Pilot Language Use in Airline Accidents
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The Development of Preservice Teachers’ Cognition about IB Education: An Exploratory Case Study
Get PDF本研究は探究的な事例研究であり，日本国内の大学におけるIB教員養成プログラムの履修者３名を対 象に，プログラム終了時に履修者がどのようにIB教育の中心概念を理解し，その理解がどのように形成 されたかについて検討した。履修者がプログラム終了時に作成した概念地図(concept map)，履修者との インタビュー，及び履修者の教育実習の記録を分析した結果，IB教育の理論，カリキュラム，そして授 業実践の方法に関する概念の理解が確認された。概念がどの程度詳細に表現されていたか，また，概念 間のつながりについては個人差が見られた。理解を形成した学習体験としては，授業における理論の学習や授業内で理論と実践を統合する体験的な活動が挙げられた。IB教育を自ら経験していなかった履修 者にとってはIB校の訪問や教育実習が決定的な体験となった。今後，履修者がIB教育の教授法に直接 触れられる場を増やす必要があることが示唆される。The current study reports on the cognition of three preservice teachers in a teacher education program for IB education at a university in Japan. The purpose of the study was to conduct an exploratory case study of the participants’ understanding of key aspects of IB education at the end of their coursework and the formative aspects of the learning process in order to form a basis for further larger scale studies. Data consisted of concept maps drawn by the participants as well as interviews and practicum portfolios. It was found that participants’ maps included three types of concepts: concepts related to the philosophical underpinnings of IB education, concepts related to the structure of the IB curriculum, and concepts related to concrete classroom practices. Participants differed in the degree to which details of the concepts were clearly articulated either in their map or in their interview, and to the degree with which connections were made among the concepts. Influential learning experiences included theoretical coursework content as well as hands-on learning activities during coursework. For the participant with no prior background in IB education, visiting an IB World School and the teaching practicum were especially critical in shaping her understanding. Implications of the study point to the potential benefits in providing participants with more engagement with IB pedagogy, within their own university education as well as in the context of IB World Schools. Concept maps were found to be a useful source of data on preservice teacher cognition in this context.departmental bulletin pape
Methodology of Group Therapy: As a Way of Supporting the Psychological Development of Contemporary Adolescents
Get PDF本研究では，仲間希求があるにもかかわらず学校で孤立し，孤独を抱えている思春期の子どもへのグ ループセラピーの有効性を検討した。思春期グループセラピーの仲間関係発達促進モデルの意義を述べ， 仲間関係発達を促進する上でのパラメーター（枠組み，活動，グループ発達段階，セラピストの基本的 技法）を整理し，外来機関でのグループセラピーのデザインを試みた。適切にデザインされたグループ セラピーの適用は，思春期の子どもに居場所を提供し，孤独感の低減と仲間関係の改善をもたらすこと が期待される。ここでデザインされたグループにおける仲間関係の具体的な発達過程について，孤独を かかえた子どもがどのように展開を見せるのかを検討することが今後の課題である。In this study, the authors examined the usefulness of group therapy as a method to help adolescents who feel loneliness by being isolated from peer relationship in their schools even though they long for friends. First, the significance of the model of peer-oriented group therapy to promote adolescents’ development was reviewed and discussed. Second, the parameters of group therapy for that purpose were discussed that were essential to develop peer-relationships, such as group structure, activities to be introduced in group, phases of group development, and group therapist’s basic techniques. Third, an outpatient group therapy was proposed that was designed to help those adolescents who are isolated in school. It is expected an adequately prepared program helps adolescents to feel comfortable with peers, to reduce loneliness, and to improve peer relationships. It should be examined how isolated adolescents develop their peer relationship in a group that is designed here.departmental bulletin pape