感想をちょっと書いたのですが、消えてしまいました。(;_;)
気を取り直して。
この本は、一般向けということもあり、妻と喧嘩をしたことろから、時系列的に書かれています。しかし、それが違和感です。論理展開は決して時系列的ではありません。まして、著者が本書を書いている時には著者なりの一定の結論があるはずです。もちろん、結論に至るまでには仮説と推論、そして実証があります。通常の論文形式では、それらが叙述されることはなく、あたかも結論ありきのように書かれ、そこまでの道筋は論理の展開です。本書のような叙述もありです。しかし、なんだか結論を先送りにして勿体ぶっているように感じてしまいます。
内容を端折って書くと、自閉症（ASD、自閉スペクトラム症）の人は、他人の意図を読み、理解することが困難だということです。他人がどう考え、どう思うのかを理解しない。人は話をする時に状況や相手がどう思うか、相手が自分をどう思っているのか、相手とどういう距離を取りたいのか、相手に自分の意図が伝わるのか、公的な場か私的な場か、等で言葉を選び、方言で話すか共通語で話すか、敬語かタメ語か、命令語か「行為を記載した表現（〜します）」をするか、等を意識的に、あるいは無意識に使い分けします。
「しかしながら、ASDの人びとは、意図読みに困難を抱えるために、自然言語を学ぶことが難しく、結局、意図理解なしの模倣や連合学習によって学んでしまいます。そのため、方言主流社会であっても共通語が優勢となるテレビやビデオ、そして組織的な言語学習場面から言語習得をしていくことになると考えられます。」(P.169)「なぜ、ASDはテレビや映画のキャラクターを模倣できるのでしょうか。彼らが模倣することばやアクションは、彼らにとって強い興味を引くものであり、しかもビデオなどで再生して自分の好きな場面を何度も観ることができます。行為者の心的状況は理解できなくても連合学習的にそこに見られるパターンを検出し模倣するようになります。」(P.154)「共通語圏では周囲の人々からことばを学ぼうがテレビやビデオからことばを学ぼうが、結果的に同じ共通語になります。そこでは定型発達（TD）の子供とのあいだに、方言を使用する地域でみられたような差は認められなくなります。」(P.216)「たまたま、方言主流社会では、ことばの学びの差が方言か共通語かという形ではっきりと見えただけなのです。」(P.217)
なるほど、と思います。昔は、方言しかなかったと思うんですよね。共通語は文語文だったんじゃないでしょうか。それで書き言葉は漢文、または漢字仮名交じり文。「〜候」とかいうやつだったんでしょう。文章を書く時はそうだけど、庶民がそれを話していたとは思いません。ただ、公的な場では共通語で話していたはずです。三河の田舎（というのは京都に対して）侍である徳川家康が江戸弁を話していたはずがないのです。ヨーロッパでも共通語はラテン語。正式文書もラテン語です。各国で、共通言語（標準言語）の開発は進みましたが、山一つ隔てれば言葉が通じないという状況が近代まで続いていたと思われます。日本でもそうでした。
でも、やはり「どうしてビデオやテレビなのか」というところはストンと腑に落ちません。私は、すごいヒントが書かれていると思うのです。それは、「日本のアニメの画面に日本語の字幕を出せることを発見し、いつも字幕を出してビデオを楽しんでいました。（・・・）最近では、もともと頻繁に字幕が出るバラエティー番組にさらにテレビの字幕表示機能を足してみる」(P.186)ということです。著者は、その字幕を単に連合学習、刺激の強化と捉えているのかもしれません。しかし、私はテレビ・ビデオと文字はとても親和性が高いと思うのです。むしろ、テレビ・ビデオは文字文化の延長・結果です（電話の音声も、二次的言語として文字文化の延長・結果です。周波数を制限され、情報を切り詰められた音を言語として捉えることには文字文化が必須です）。文字は一つの抽象です。多くの情報が切り捨てられています。それは平板で一方方向であり、読み手や聞き手、鑑賞者の意図や反応にはお構えなしです。ASDと親和性があるのはそのためではないでしょうか。
文字化はデジタル化（数値化）です。元の情報の殆どは失われます（MP3参照。フーリエ変換。無限の数式を書けば近似値に近づくことは可能ですが、あくまでも近似値です）。文字化は外化、対象化、客体化です。文字化されることによって、本来時間的にも空間的にも話者に依存していた記憶が時間・空間的に話者から独立します。それはモノ（実在）として残り続け、蓄積されます。その力は絶大です。私たちの「外に」膨大な知識として立ち現れます。それらを全部読む（記憶する）ことはできませんし、その必要もありません。それらはいつまでもモノとして存在し続けるのですから。しかし、ただ存在するだけでは意味がありません。いつでも必要な時に参照できなければなりません。そこで現れたのが「分類」です。分類はデジタル化ができなければなりませんが、それ自体が情報の抽象化です。そして、それ自体は内実を持ちません。それで編み出されたのが「直接の情報ではない」索引（index＝入門書、ハウツー本）です。Googleは文字文化の必然的な要請なのです。索引はそれだけでは意味を持ちません。それは表象の表象でしかありません。しかし、膨大な情報の表象はそれすらも膨大になります。膨大な「外部」（客体）の中で（主体）は無力なのです。その無力感がニヒリズムの正体です（貧困は過剰によってもたらされている）。
（ブログに投稿する時に困るのが、「カテゴリー」という欄です。カテゴリーを自分で作れるページもあれば、決まっているページもあります。検索のためには決まっている方がいいに決まってます（笑）。でも、そのカテゴリー（分類）というのは、物そのものに内在しているモノではないですよね。「美少女」(^_^;)という項目が有ったとして、「美」というのは客観的というより主観的ですし、「少女」というのも定義次第です。分類というのは「分類学」という分野があるほど客観的に見えて、実はとっても主観的、恣意的なものです。どのような分類がなされるかということが、その社会を表しているとも言えます。フーコー『言葉と物』の序で引用されているボルヘス『幻獣辞典』「シナのある百科事典」参照。）
簡単な例えをしましょう。あるアイドルが好きだったとします。彼（彼女）の写真集やDVD・BDを買い集め、歌を出せばCDを買い、コンサートや握手会に通ったとしても、彼（彼女）を知ることができません。「知ったような気」になっても満足はしない。それらは彼（彼女）の一部しか表していないからです。本当に知りたければ会って話をし、一緒に暮らさなくてはならないでしょう。しかし、それでも全てを知ることはできないでしょう。それは不可能だからです（大体、自分自身のすべてを知っていますか）。その不可能さが無限の需要を生み出します。そして、その需要（欲望）が渇望（欲求不満）を生み出します。
それは、分析的思考です。全体は部分に分けることができる、全体は部分の集合である、という思考です。でも、車のパーツをいくら集めても車にはなりません。細胞をいくら集めても生命にはなりません。彼（彼女）の部分をいくら集めても、彼（彼女）自身にはなりません。その上、彼（彼女）は刻々と成長し、歳をとっています。彼（彼女）は運動しています。運動そのものと言ってもいいでしょう。パーツ同士の連携とその連携（関係）が運動していることが、存在（実存）している（生きている）ということです。（「（人間の本質は社会）諸関係の総体（アンサンブル）」という時のアンサンブルは「寄木細工」ではありません(^_^;)。）彼（彼女）を表すのに、「酸素、炭素、水素がそれぞれ何兆個」と言っても説明になっていないのは明らかです。全体を全体として、関係と運動として瞬時に捉えなければならないのです。
「他人の意図を読み、理解することが困難だ」というのはASDの人々に限った特徴なのでしょうか。「#性的意図」というタグが一時期トレンド入りしていました。私はとても大切なことだと感じた反面、その論議には違和感を感じていました。確かにネットの世界では、誹謗中傷や心ない発言、投稿がたくさんあります。それは一面では感受性の欠如かもしれません。他人の気持ちを慮（おもんばか）る心、他人の立場に立って考える心が無くなっているのかも。でも、私は問いたい。あなたは、他人の気持ちを完全に知り、理解することができますか、と。100人いれば100通りの考え方があります。あなたは100通りの考え方ができますか、と。多分、他人の気持ちの1割あるいは1%、100人のうちの2・3人の考え方を知って、全体を知ったと自分を納得させているだけなんじゃないか、と。実際90%以上の人のことは知らないし、その人達は発言・投稿はしていないのです。投稿に見れるのは「私はどう思う（感じる）」と「見る人はどう思う（感じる）」の乖離です。それが、主観と客観が入り混じったSNSの場で交差するわけです。交差をするけど、交わらない。どちらの意見も「主観的」だとも言えるし「客観的」だとも言えます。当たり前です。主観と客観は表と裏の関係、別けては存在しない関係なのです。言語の文字化が客体を生み、それが跳ね返って主体を生んだのですから。分析的思考というのは「目の文化」であり、「文字の文化」です。客体化を行わない限り、分析はできません。同時に主体がなければ分析はできないのです。分析、あるいは分類は「ラベリング」です。全体を部分に分け、それをさらに「分子」という名前をつけて分割し、それをさらに「原子」や「素粒子」に分けます。しかし、いくら細かくワケても全体は少しも見えません。「物」（実在）の本質はどんどん見えなくなるのです。（実在と実存の区別は付けません。区別しないと説明できないのですが、そのような「分類」が結果として意味がないことは想像できます。）
ここでASDの子供が字幕を見る（好む）ことの意味が見えてきます。彼らも文字文化の中にいます。主体・客体構造の中にいるということです。そして、客体を生み出した途端に理解が不可能になります。ですから、ASDの人たちが抱える困難は同時に私たちが抱える困難（不可能性）なのです。
この本はADSの人たちを理解するために役立ととともに、わたしたちの文化が抱える根本的な問題を提起していると思います。
問題の解決方法は分りません。私も書こうと思って止めました。この本には続編「自閉症は津軽弁を話さない リターンズ コミュニケーションを育む情報の獲得・共有のメカニズム」があります。私の町の図書館にはないようです。どうしようかな〜。
⟨impressions⟩
I wrote a little impression, but it disappeared. (; _;)
take heart.
This book is written in chronological order because it was for the general public and I had a fight with my wife. However, that is a feeling of strangeness. Logical expansion is by no means chronological. Moreover, when the author is writing this book, there must be certain conclusions of the author. Of course, there are hypotheses, inferences, and proofs to reach a conclusion. In the usual dissertation format, they are not described, they are written as if they were conclusive, and the path to that point is the development of logic. There is also a description like this book. However, I feel like I'm afraid to put off the conclusion.
To put it in a nutshell, people with autism (ASD, autism spectrum disorders) have difficulty reading and understanding the intentions of others. I don't understand what others think and think. When a person talks, the situation, what the other person thinks, what the other person thinks about himself, what kind of distance he wants to keep from the other person, whether his intention is conveyed to the other person, public place or private Choose a word depending on the place, etc., and consciously decide whether to speak in a dialect or a common language, honorific or tame, a command word, or "an expression that describes an act". Or use it unconsciously.
"However, ASD people have difficulty reading natural language because they have difficulty reading intentions, and eventually they learn by imitation or associative learning without understanding their intentions. Therefore, even in a dialect-mainstream society. It is thought that we will learn languages from TV and video where common language predominates, and systematic language learning scenes. ”(P.169)“ Why ASD can imitate TV and movie characters The words and actions they imitate are of great interest to them, and they can be played back in videos to watch their favorite scenes over and over again. Even if the situation is incomprehensible, it will detect and imitate the patterns found there in associative learning. "(P.154)" In the common language area, learn words from the people around you, but from TV and video. Learn the language, but the result is the same common language, where there is no difference between children with typical development (TD) as seen in areas where they use the dialect. "( P.216) "It happened that in a dialect-mainstream society, the difference in language learning was only clearly visible in the form of a dialect or a common language." (P.217)
I see. In the old days, I think there were only dialects. I think the common language was literary sentences. Therefore, the written language is Chinese or mixed kanji and kana. It must have been something like "~ weather". Like when writing, I don't think the common people were talking about it. However, I should have spoken in a common language in public. Ieyasu Tokugawa, a samurai in the countryside of Mikawa (to Kyoto), could not have spoken the Edo dialect. The common language in Europe is Latin. The official document is also in Latin. The development of a common language (standard language) has progressed in each country, but it seems that the situation in which words could not be understood if one mountain was separated continued until modern times. It was the same in Japan.
But after all, the question "why video and TV" doesn't come to mind. I think it has great hints. It said, "I discovered that I could put Japanese subtitles on the screen of Japanese animation, and I always put subtitles and enjoyed the video. (...) Recently, I have added more to variety shows that originally have frequent subtitles. Let's add the subtitle display function of the TV "(P.186). The author may think of the subtitles simply as associative learning, strengthening stimulation. However, I think TV / video and text have a very high affinity. Rather, television and video are an extension and result of character culture (telephone audio is also an extension and result of character culture as a secondary language. To capture frequency-limited, information-truncated sound as a language. Character culture is essential). Characters are an abstraction. A lot of information has been truncated. It is flat and unidirectional, and is open to the intentions and reactions of readers, listeners and viewers. Isn't that why it has an affinity with ASD?
Digitization is digitization (quantification). Most of the original information is lost (see MP3. Fourier transform. It is possible to get close to the approximate value by writing an infinite mathematical formula, but it is just an approximate value). Textification is externalization, objectification, and objectification. By being transcribed, the memory that originally depended on the speaker both temporally and spatially becomes independent of the speaker temporally and spatially. It remains as a thing (existence) and accumulates. Its power is immense. It emerges as a vast amount of knowledge "outside" us. You can't read (remember) them all, and you don't have to. Because they will continue to exist as things forever. However, it doesn't make sense just to exist. You must be able to refer to it whenever you need it. That's where the "classification" came into play. Classification must be digitizable, but it is an abstraction of information in itself. And it has no substance in itself. That's why we came up with an index (index = introductory book, how-to book) that is not "direct information". Google is an inevitable demand for character culture. The index doesn't make sense on its own. It is only a representation of a representation. However, the representation of vast amounts of information is even huge. The (subject) is powerless in the enormous "outside" (object). That sense of helplessness is what nihilism really is (poverty is brought about by excess).
(The problem when posting to a blog is the "Category" column. Some pages allow you to create your own categories, while others have a fixed page. It is better to have a fixed category for searching ( (Laughs). But that category is not something that is inherent in the thing itself. Even if there is an item called "beautiful girl" (^ _ ^;), it is called "beauty". Is more subjective than objective, and "girl" also depends on the definition. Classification seems to be as objective as there is a field of "classification", and it is actually very subjective and arbitrary. It can be said that what kind of classification is made represents the society. Borges's "Phantom Beast Dictionary" quoted in the introduction of Foucault's "Words and Things" "Encyclopedia with China" Encyclopedia .)
Let's make a simple analogy. Suppose you like an idol. Even if you buy his (her) photo book, DVD / BD, buy a CD if you sing, and go to a concert or handshake event, you cannot know him (her). I'm not satisfied even if I feel like I know it. Because they represent only part of him (her). If you really want to know, you'll have to meet, talk, and live together. But you still won't know everything. Because it's impossible (generally, do you know everything about yourself). That impossibility creates endless demand. And that demand (desire) creates craving (frustration).
It's analytical thinking. The idea is that the whole can be divided into parts, and the whole is a set of parts. However, no matter how many car parts you collect, it will not be a car. No matter how many cells you collect, it will not be a life. No matter how much you collect his (her) part, you will not be him (her) yourself. What's more, he (she) is growing and aging. He (she) is exercising. It can be called the exercise itself. The fact that the cooperation between parts and the cooperation (relationship) are in motion means that they exist (exist) (live). (The ensemble when we say "(human essence is society) the whole of relationships (ensemble)" is not "parquet" (^ _ ^;).) To describe him (her), "oxygen, carbon, It is clear that saying "trillions of hydrogen each" does not explain it. The whole must be instantly viewed as a relationship and movement as a whole.
Is it a characteristic of ASD people that it is difficult to read and understand the intentions of others? The tag "#sexual intention" was trending for a while. While I felt it was very important, I felt uncomfortable with the discussion. Certainly, in the world of the Internet, there are many slanderous remarks, remarks, and posts. It may be an insensitivity on the one hand. Perhaps I have lost the mind to consider the feelings of others and the mind to think from the standpoint of others. But I want to ask. Can you fully know and understand the feelings of others? If there are 100 people, there are 100 ways of thinking. Can you think in 100 ways? Perhaps 10% or 1% of the feelings of others, just knowing the way of thinking of a few out of 100 people and convincing themselves that they knew the whole thing. In fact, I don't know more than 90% of people, and they don't say or post. What you can see in the post is the difference between "what I think (feel)" and "what the viewer thinks (feels)". It intersects in the place of SNS where subjective and objective are mixed. I cross, but I don't. Both opinions can be said to be "subjective" or "objective". Of course. Subjectivity and objective are the relationship between the front and back, and the relationship that does not exist separately. The transliteration of the language gave birth to the object, which bounced back and gave birth to the subject. Analytical thinking is the "culture of the eyes" and the "culture of letters". It cannot be analyzed unless it is objectified. At the same time, analysis cannot be done without the subject. Analysis or classification is "labeling". Divide the whole into parts, further divide it with the name "molecule", and further divide it into "atoms" and "elementary particles". However, no matter how detailed it is, the whole thing cannot be seen. The essence of "things" (existence) disappears more and more. (I can't tell the difference between reality and existence. I can't explain without it, but I can imagine that such a "classification" is meaningless as a result.)
Here you can see the meaning of seeing (prefering) subtitles for children with ASD. They are also in the character culture. It means that you are in the subject / object structure. And as soon as the object is created, it becomes impossible to understand. Therefore, the difficulties that ASD people have are at the same time the difficulties (impossible) that we have.
I think this book is useful for understanding the people of ADS and raises the fundamental problems of our culture.
I don't know how to solve the problem. I also decided to write and stopped. The sequel to this book is " Autism does not speak Tsugaru Bento Returns There is a mechanism for acquiring and sharing information that fosters communication . It doesn't seem to be in the library in my town. What should I do~.
I wrote a little impression, but it disappeared. (; _;)
take heart.
This book is written in chronological order because it was for the general public and I had a fight with my wife. However, that is a feeling of strangeness. Logical expansion is by no means chronological. Moreover, when the author is writing this book, there must be certain conclusions of the author. Of course, there are hypotheses, inferences, and proofs to reach a conclusion. In the usual dissertation format, they are not described, they are written as if they were conclusive, and the path to that point is the development of logic. There is also a description like this book. However, I feel like I'm afraid to put off the conclusion.
To put it in a nutshell, people with autism (ASD, autism spectrum disorders) have difficulty reading and understanding the intentions of others. I don't understand what others think and think. When a person talks, the situation, what the other person thinks, what the other person thinks about himself, what kind of distance he wants to keep from the other person, whether his intention is conveyed to the other person, public place or private Choose a word depending on the place, etc., and consciously decide whether to speak in a dialect or a common language, honorific or tame, a command word, or "an expression that describes an act". Or use it unconsciously.
"However, ASD people have difficulty reading natural language because they have difficulty reading intentions, and eventually they learn by imitation or associative learning without understanding their intentions. Therefore, even in a dialect-mainstream society. It is thought that we will learn languages from TV and video where common language predominates, and systematic language learning scenes. ”(P.169)“ Why ASD can imitate TV and movie characters The words and actions they imitate are of great interest to them, and they can be played back in videos to watch their favorite scenes over and over again. Even if the situation is incomprehensible, it will detect and imitate the patterns found there in associative learning. "(P.154)" In the common language area, learn words from the people around you, but from TV and video. Learn the language, but the result is the same common language, where there is no difference between children with typical development (TD) as seen in areas where they use the dialect. "( P.216) "It happened that in a dialect-mainstream society, the difference in language learning was only clearly visible in the form of a dialect or a common language." (P.217)
I see. In the old days, I think there were only dialects. I think the common language was literary sentences. Therefore, the written language is Chinese or mixed kanji and kana. It must have been something like "~ weather". Like when writing, I don't think the common people were talking about it. However, I should have spoken in a common language in public. Ieyasu Tokugawa, a samurai in the countryside of Mikawa (to Kyoto), could not have spoken the Edo dialect. The common language in Europe is Latin. The official document is also in Latin. The development of a common language (standard language) has progressed in each country, but it seems that the situation in which words could not be understood if one mountain was separated continued until modern times. It was the same in Japan.
But after all, the question "why video and TV" doesn't come to mind. I think it has great hints. It said, "I discovered that I could put Japanese subtitles on the screen of Japanese animation, and I always put subtitles and enjoyed the video. (...) Recently, I have added more to variety shows that originally have frequent subtitles. Let's add the subtitle display function of the TV "(P.186). The author may think of the subtitles simply as associative learning, strengthening stimulation. However, I think TV / video and text have a very high affinity. Rather, television and video are an extension and result of character culture (telephone audio is also an extension and result of character culture as a secondary language. To capture frequency-limited, information-truncated sound as a language. Character culture is essential). Characters are an abstraction. A lot of information has been truncated. It is flat and unidirectional, and is open to the intentions and reactions of readers, listeners and viewers. Isn't that why it has an affinity with ASD?
Digitization is digitization (quantification). Most of the original information is lost (see MP3. Fourier transform. It is possible to get close to the approximate value by writing an infinite mathematical formula, but it is just an approximate value). Textification is externalization, objectification, and objectification. By being transcribed, the memory that originally depended on the speaker both temporally and spatially becomes independent of the speaker temporally and spatially. It remains as a thing (existence) and accumulates. Its power is immense. It emerges as a vast amount of knowledge "outside" us. You can't read (remember) them all, and you don't have to. Because they will continue to exist as things forever. However, it doesn't make sense just to exist. You must be able to refer to it whenever you need it. That's where the "classification" came into play. Classification must be digitizable, but it is an abstraction of information in itself. And it has no substance in itself. That's why we came up with an index (index = introductory book, how-to book) that is not "direct information". Google is an inevitable demand for character culture. The index doesn't make sense on its own. It is only a representation of a representation. However, the representation of vast amounts of information is even huge. The (subject) is powerless in the enormous "outside" (object). That sense of helplessness is what nihilism really is (poverty is brought about by excess).
(The problem when posting to a blog is the "Category" column. Some pages allow you to create your own categories, while others have a fixed page. It is better to have a fixed category for searching ( (Laughs). But that category is not something that is inherent in the thing itself. Even if there is an item called "beautiful girl" (^ _ ^;), it is called "beauty". Is more subjective than objective, and "girl" also depends on the definition. Classification seems to be as objective as there is a field of "classification", and it is actually very subjective and arbitrary. It can be said that what kind of classification is made represents the society. Borges's "Phantom Beast Dictionary" quoted in the introduction of Foucault's "Words and Things" "Encyclopedia with China" Encyclopedia .)
Let's make a simple analogy. Suppose you like an idol. Even if you buy his (her) photo book, DVD / BD, buy a CD if you sing, and go to a concert or handshake event, you cannot know him (her). I'm not satisfied even if I feel like I know it. Because they represent only part of him (her). If you really want to know, you'll have to meet, talk, and live together. But you still won't know everything. Because it's impossible (generally, do you know everything about yourself). That impossibility creates endless demand. And that demand (desire) creates craving (frustration).
It's analytical thinking. The idea is that the whole can be divided into parts, and the whole is a set of parts. However, no matter how many car parts you collect, it will not be a car. No matter how many cells you collect, it will not be a life. No matter how much you collect his (her) part, you will not be him (her) yourself. What's more, he (she) is growing and aging. He (she) is exercising. It can be called the exercise itself. The fact that the cooperation between parts and the cooperation (relationship) are in motion means that they exist (exist) (live). (The ensemble when we say "(human essence is society) the whole of relationships (ensemble)" is not "parquet" (^ _ ^;).) To describe him (her), "oxygen, carbon, It is clear that saying "trillions of hydrogen each" does not explain it. The whole must be instantly viewed as a relationship and movement as a whole.
Is it a characteristic of ASD people that it is difficult to read and understand the intentions of others? The tag "#sexual intention" was trending for a while. While I felt it was very important, I felt uncomfortable with the discussion. Certainly, in the world of the Internet, there are many slanderous remarks, remarks, and posts. It may be an insensitivity on the one hand. Perhaps I have lost the mind to consider the feelings of others and the mind to think from the standpoint of others. But I want to ask. Can you fully know and understand the feelings of others? If there are 100 people, there are 100 ways of thinking. Can you think in 100 ways? Perhaps 10% or 1% of the feelings of others, just knowing the way of thinking of a few out of 100 people and convincing themselves that they knew the whole thing. In fact, I don't know more than 90% of people, and they don't say or post. What you can see in the post is the difference between "what I think (feel)" and "what the viewer thinks (feels)". It intersects in the place of SNS where subjective and objective are mixed. I cross, but I don't. Both opinions can be said to be "subjective" or "objective". Of course. Subjectivity and objective are the relationship between the front and back, and the relationship that does not exist separately. The transliteration of the language gave birth to the object, which bounced back and gave birth to the subject. Analytical thinking is the "culture of the eyes" and the "culture of letters". It cannot be analyzed unless it is objectified. At the same time, analysis cannot be done without the subject. Analysis or classification is "labeling". Divide the whole into parts, further divide it with the name "molecule", and further divide it into "atoms" and "elementary particles". However, no matter how detailed it is, the whole thing cannot be seen. The essence of "things" (existence) disappears more and more. (I can't tell the difference between reality and existence. I can't explain without it, but I can imagine that such a "classification" is meaningless as a result.)
Here you can see the meaning of seeing (prefering) subtitles for children with ASD. They are also in the character culture. It means that you are in the subject / object structure. And as soon as the object is created, it becomes impossible to understand. Therefore, the difficulties that ASD people have are at the same time the difficulties (impossible) that we have.
I think this book is useful for understanding the people of ADS and raises the fundamental problems of our culture.
I don't know how to solve the problem. I also decided to write and stopped. The sequel to this book is " Autism does not speak Tsugaru Bento Returns There is a mechanism for acquiring and sharing information that fosters communication . It doesn't seem to be in the library in my town. What should I do~.
[出演者(プロフィール)]
松本/敏治
博士(教育学)。特別支援教育士スーパーバイザー、臨床発達心理士。1987年、北海道大学大学院教育学研究科博士後期課程単位取得退学。1999年、博士(教育学)(北海道大学)。1987~1989年、稚内北星学園短期大学講師。1989~1991年、同助教授。1991~2000年、室蘭工業大学助教授。2000~2003年、弘前大学助教授。2003~2016年9月、弘前大学教授。2011~2014年、弘前大学教育学部附属特別支援学校長。2014~2016年9月、弘前大学教育学部附属特別支援教育センター長。2016年10月~、教育心理支援教室・研究所『ガジュマルつがる』代表。
自閉症児者が方言をしゃべらないという噂は本当なのか?自閉症児の方言使用調査、方言の社会的機能説、意図理解、自閉症児者の言語習得、自閉症児者のコミュニケーションの特異性など、筆者の飽くなき探究心から見えてきた真相とは…
消した文章。
”では、ニヒリズムはどのように回避されるのでしょう。一つには、「分裂（スプリッティング）」や「解離（ディソシエイション）」、あるいはヒステリーといった精神症状です。また、知ることを諦める（諦念）あるいは逃げること（逃走）も一方法かもしれません。しかし、不可能な「知ること」「理解すること」を強制される文化の中では、そのようなことができるのは一部の人です。であれば可能なのは「行動（運動）」することです。「行動する」というのは主体がすべてを知ることができないという状況の中で、客体と主体の境界が見えなくなる、いわゆる「身体感覚」です。すべてを知ってからの行動などできない。”
書抜
大人と子どもが対象物や他の人に対する興味を共有しあう場（共同注意フレーム）が言語取得において重要となります。(P.159)
意図は単なる欲求ではなく「目標のために、未来を思考してプランを立てて、調整するといった心の動き」（長崎・中村・吉井・岩井、2009）（P.161）
相手が出している意図を受動的に読み取るのみではなく、読み取ることを目的に相手に意図の表出を求めています。（P.164）
育ての親にあたるボノボが言語訓練を受けているそばで遊んでいただけでした。（P.165）
ASDの子どもの言語習得（P.165〜169）
人の行為には意図があります。言われたからそのままその行為をおこなうわけではありませ。（P.194）
他者に働きかける発話は、聞き手（働きかけられる相手）の状態や意図についての認識をもとになされています。(p.198)
聞き手は発話の中に相手の伝達意図を理解すると同時に、相手が自分の意図をモニターしていることを知っている、という入れ子構造があることを知っていることになります。（P.200）
サリーとアンの課題は第一水準に属するもので、相手（A）がどう考えているかを自分の視点から理解する段階です。第二水準の課題では、相手（A）がさらに別な人（B）の考えを理解していることがわかる、つまり他人の視点で考えることが求められます。（P.214）
つまり、互いに意図や認識を持った存在として認め、ことばを通じて自分の意図や認識を伝えるとともに相手の意図や認識に影響を与える、このことがコミュニケーションにとって重要なのではないでしょうか。（P.217）
「行為を記載した表現」（・・・）「です・ます」表現による指示を使用するのは、相手の意図による行為の実行という過程が、十分に機能していないという判断がなされたときのようです。（P.223）
他者の「心」の存在は推測でしかありません。しかし、それがあるという前提で私たちは生きています。（P.234）
コミュニケーションとは、相手の意図への働きかけと相手が自分の意図に働きかけられていることの理解、さらにその入れ子構造の理解となります。（P.234）
ASDの子供によくみられるクレーン現象（・・・）人を道具（クレーン）のように取り扱う（P.235〜236）
私たちが予想したような意図理解の弱さと自然言語習得の困難さの関連を認めました。なにより、メディア媒体（テレビやビデオ）を利用した独特の言語習得のありかたが明らかになりました。（P.247） ー 今はその習得を強制されている。
コミュニケーションの起源を探る (ジャン・ニコ講義セレクション 7)
心とことばの起源を探る (シリーズ 認知と文化 4)
ことばをつくる―言語習得の認知言語学的アプローチ
[ ISBN-13 : 978-4571420634 ]
