@article{oai:nagoya.repo.nii.ac.jp:02005135,
 author = {村山, 拓 and MURAYAMA, Taku},
 journal = {JunCture : 超域的日本文化研究},
 month = {Mar},
 note = {This paper examines educational theory and practice through the films for the slow learners in Japan around 1920s. Shimono (1928) and Sakurai Elementary School (1929) are main materials for this survey. The latter school is known as one of the pioneers of conducting education through the films in 1920s. However, they noted that utilization of the films for the slow learners was not widespread. The above books propose utilizing movies for education for the slow learners in a manner similar to education for the typical learners including the children, youth, and adults. They comment on the aspects of movies that can be used as teaching materials, with special focus on students’ cognitive abilities and sensory functions, and teachers’ methods of instruction. The first aspect is that movies can provide materials to stimulate students’ intuition. Students’ sensory functions are specific and short-termed, so the films as teaching materials must be appealing and interesting to disabled learners. The second aspect is the cultivation of characters and social emotions. The practitioners suggested that films could be used to cultivate emotions sentiments. Dramatic movies provide opportunities to examine the art of actions, flowage, and light and shadow, which are expected to motivate students’ artistic and moral sentiments. The third aspect is the rationalization of imagination. The documents above argue that the slow learners have a tendency towards fantasy, illusion and delusion because of their lack of understanding and experience. Films can be used to correct students’ erroneous imaginations and remediate students’ irrationality. With regard to the socio-historical context, at the time, a curriculum for the intellectually disabled had been established within the Japanese school system, and teaching methods were beginning to be developed. In theoretical discussions regarding the use of film as educational materials, attention should be paid to the development of film as educational materials tailored to the different abilities and cognitive characteristics of slow learning students.},
 pages = {148--158},
 title = {映画利用による「劣等児」教育 : 1920年代日本における教育言説},
 volume = {14},
 year = {2023}
}