小松 孝至

Our life is full of invisibility that exerts power on our acts, relationships, and construction of the self. This paper discusses psychological processes in which invisibility plays an essential role, and constructs a typology of invisibility in society and in our lives. After a brief look at the crucial role of invisibility in prevailing theories of psychology, I first show how invisibility works in children's meaning constructions, the process in which their selves become clear for observers (the presentational self, Komatsu 2010). The development of children's meaning making is led by different types of invisibility concerning the children themselves. Second, I extend the discussion from the development of individuals to the role of socially regulated invisibility that controls our acts and relationships with others, introducing examples concerning religious belief in history. After these discussions, I present a hierarchical classification of invisibility from a simple spatial-temporal separation of concretely existing objects and ourselves to an abstract aspect of invisibility in which the object and its meaning are unclear.

Although our environments and ourselves are usually thought about as relatively stable over time, there is always a tension between sameness and non-sameness in our lives. Because any development is considered as emerging non-sameness, I report that the inquiry into the development of human mind must regard this tension as essential. In this paper, first I show that this tension is a highly relational and dynamic phenomenon that cannot be fixed or measured in numerical terms. Non-sameness is not only a result of development but also a ground that leads to further development in the future. After illustrating the function and regulation of the {same <> non-same} tension in development by analyzing an excerpt from a mother-child conversation, I explain that this tension, or more generally the dialectic nature, is within the core of psychological phenomena, in terms that were introduced to psychology by James Mark Baldwin a century ago. These discussions imply the importance of inquiring into the process of development that emerges from the dialectic tension and fluctuations of our movements and that is observable in various relationships, including the relationship between researchers and study participants.

ショートレポート論文

本研究は,presentational self(Komatsu, 2010, 2012)の枠組みを用いて,子どもの自己を内面にある実体ではなく,子どもの意味構築の過程から観察者が感知するものとして捉え,小学校6年生の1学級の国語の授業の観察記録(計7回)を,テクストや担任教諭との関係,および児童同士の関係における,子どもの固有性(=自己)の明確化プロセスの観点から考察した。授業の過程では,児童とテクストとの多重な関係形成がなされており,音読のように定型化された身体性を伴うかかわりにおいて個別の意味構築は制約されると考えられる一方,その後の問いかけにおいて担任教諭は個々の児童の固有の読み取りを明確化し,相互の関係の中に位置づけることを目指していた。一方,こうした相互作用と並行してなされた,書くことによる担任教諭と各児童の個別のかかわりの中で,授業の相互作用にはあらわれない,より固有性の強い意味構築もみられた。以上から,これまで研究対象としてきた会話や日記の例とは異なるものの,授業の相互作用を通して子どもの自己を見て取る可能性と今後の課題が示された。This study investigated the interaction in the Japanese language classes of an elementary school, with a specific focus on children's selves. The discussion was based on Komatsu's (2010, 2012) theoretical framework of the presentational self that considers a child's self not as an internal entity but as what emerges from meaning construction by children. Japanese language classes (Kokugo) in the 6th grade, where 32 children and a teacher read a story, were recorded for seven days. Exploratory analysis of the recorded interaction showed that children made multiple types of relationship with the text, where their presentational selves emerge. Children's reading the text aloud according to the teacher's instructions were considered as a type of relationship where each child's unique meaning construction from the text is suppressed. After this reading, children's clarifying themselves through presenting their understanding of the text was required by the teacher who stressed the importance of imagining what did not appear in the text. In addition to the oral interaction, children wrote about their thinking on the text and their classmates' comments. The responses were interpreted by the author as other types of meaning construction where their uniqueness emerge more clearly.

In this study, I will elaborate and extend the theoretical framework of the presentational self (Komatsu, Human Development 53:208-228, 2010) that finds the self in two aspects of our interaction with others or objects. From this perspective, the self is not an internal entity, a representation that can be revealed voluntarily when directly queried by researchers (e.g., through items of a questionnaire or an interview), but is what emerges from constantly relating with the immediate environment. The process structure of being in the environment that emerges in this relationship is the presentational self, which both an external observer and the person him/herself can detect but not necessarily describe in words. For further elaboration, first, I clarify that the triangular relationship between a study participant, others or objects, and observing researchers, which is essential in the presentational self, is also common in the methodological presuppositions of existing psychological studies on the self. Second, I apply the framework to a daily activity of oral storytelling in a Japanese elementary school, where the emergence of children's self is observable through sequences of organized interactions with others. From these discussions, I demonstrate both the theoretical and practical importance of considering the self to refer to the relationships that we constantly create in our daily life.

In this article, I take a relational and discursive perspective on young children's self observed in daily natural conversations, and consider the process of semiotic mediation in the observer's recognition. Based on the ideas of co-construction of relationships and identities in conversation, and using excerpts of dialogues between a young child and her mother that deal with the child's experiences at daycare center (hoikuen in Japan) recorded during their car rides, I present how the self of young children in relation to others appears to observers. I regard this genre of self - 'presentational self' - as a kind of Gestalt quality appearing in the act of positioning and in the configuration of the child and others presented through the conversation. As a basis of this process, I will discuss the semiotically mediated process of differentiation in 2 aspects of the conversation: first, in the process of conversation when the children and the partners make further extensions of what is shared, and second, in the array of self and others as exposed in the conversation. Copyright (C) 2010 S. Karger AG, Basel

本研究では,保育園に通園する女児1名とその母親が,保育園からの帰宅時を中心に,母親の運転する車内で録音した会話の記録(4歳4ヶ月〜5歳8ヶ月,のべ153日分,34時間)から,保育園で出会う友人と女児自身が関連づけて描かれる会話事例を分析し,会話における対象児の自己の構成とその発達的変化について考察した。50事例を分析した結果,能力,ままごとや演劇での役名などにもとづいて,対象児と友人が対比される表現がしばしばみられた。この表現を中心に発達的な変化を検討したところ,記録開始の時期には対象児自身と友人を単純に挙げるだけであった表現が,次第に対比の基準とは異なる観点からの情報が加えられて複雑化してゆき,最終期には,対比に加えて挙げられた友人の特徴を描くさまざまな説明や物語が組み込まれた会話事例がみられた。また,母親の役割も,子どもの表現を直接修正する支援者的な側面が弱まり,挙げられた友人や対象児について共同で話題を展開する,話し相手としての側面が強くみられるようになった。