A Joint Research of Japan and Germany on New Aspects of Educational Science in Postmodern Conditions : Environment, Aesthetics, Body and Educational science

本研究得出以下结论：从美学与身体：模仿一直被理解为美学中的一个特殊术语。但现在米米西斯成为克里斯托夫·伍尔夫博士和冈特·格鲍尔博士研究的重点，也可以与日本传统学术术语如“Moho[重复]”、“Narau[模型]”、“Utsusu[复制]”联系在一起。这表明了日本传统学习方式的潜力，这可以与当今西方教育科学、身体或艺术创造力的关键思想联系在一起。从环境：环境是，不仅是学校的一门课程，而且已经成为要求我们反思现代教育的主要问题。在德国，可持续发展作为现在教育的关键术语，致力于培养儿童在多元文化社会中生存的能力，或独立发现和解决问题的能力。德语的这些教育目标可以与日本的教育目标相联系，如“Ikiru-Chikara(生存的力量)”或“Shin Gakuryoku-Kan(新知识评估)”。结论后现代时代，人类的学习模式在教育理论上发生了更灵活的变化。在教育实践中，在对教育有效性的怀疑上，公共教育的边缘出现了新的实践，为我们提供了一种可供选择的教育关系模式。从对学习的现代理性理解到与感性和身体相关的后现代理解的这一转变，向我们展示了重构和发展当今教育理论/实践的潜力。此外，我们还在与真实性和环境的相互体验中，或在与他者的意外相遇中，找到了这种潜力的线索。

The study arrived at the following :From Aesthetic and Body : Mimesis has been understood as a special term in Aesthetics. But now Mimesis comes as the key subject in Dr. Christoph Wulf and Dr. Gunter Gebauer's researches, and also can be related with Japanese traditional terms in learning like "Moho [repetition]", "Narau [model]", "Utsusu [copy]". This shows the potentiality of Japanese traditional styles in learning, which can be connected with key ideas in today's Western Educational Science, Body or Creativity of Art.From the Environment : Environment is, not only one curriculum in school, but has become the main issue demanding us to reflect modern education today. In German, being "Sustainable Development" as the key term in education now, there are the efforts to develop children's ability to survive multicultural society or to find and solve issues by themselves. These aims of education in German can be related with the educational aims in Japan, like "Ikiru-Chikara [the power to survive]" or "Shin Gakuryoku-kan [new assessment of knowledge]".ConclusionIn postmodern era, the models of human learning have been changing more flexibly in educational theory. In educational practice, on the skepticism of the validity of education, new practice comes out from the "edge" of public education that provides us the alternative model of educational relationship. This shift, from modern rational understanding of learning to postmodern understanding related to sensitivity and body, shows us the potentiality to reconstruct and develop today's educational theory/practice. In addition, we have found the clues of this potentiality in mutual experiences with authenticity and environment, or in unexpected encounter with the otherness.