OZEKI Tatsuya

FacultyCulture,Education and Communication
PositionProfessor
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Birthday
Last Updated :2020/05/25

Researcher Profile and Settings

Profile & Settings

    Research funding number:80379867

Education

  •   2000 04  - 2004 03 , Hiroshima University, Graduate School of Education
  •   1998 04  - 2000 03 , Hiroshima University, Graduate School of Education
  •   1994 04  - 1998 03 , Hiroshima University, School of Education

Degree

  • 博士(教育学), 広島大学

Association Memberships

  • THE CHUGOKU-SHIKOKU SOCIETY FOR THE STUDY OF EDUCATION
  • THE JAPANESE SOCIETY FOR THE STUDY ON TEACHER EDUCATION
  • HISTORY OF EDUCATIONAL THOUGHT SOCIETY
  • PHILOSOPHY OF EDUCATION SOCIETY OF JAPAN
  • JAPANESE EDUCATIONAL RESEARCH ASSOCIATION

Academic & Professional Experience

  •   2011 04  - 現在, Hyogo University of Teacher Education, Graduate School of Education, Associate Professor
  •   2005 04  - 2011 03 , Hyogo University of Teacher Education, Graduate School of Education, Lecturer
  •   2004 04  - 2005 03 , Hiroshima University, Graduate School of Education, Assistant

Research Activities

Research Areas

  • Humanities & social sciences, Education - general, Philosophy of Education

Research Interests

    Dialogue, Culture, Hermeneutics

Published Papers

  • Beyond Dualism of Culture and Competencies: An Essay on Re-relating Contents of Knowledge to Its Form, Tatsuya Ozeki, Forum on Modern Education, Forum on Modern Education, (28) 25 - 31, 09
  • The Characteristics of Communication Using the LINE Stamp, 須田 康之, 大関 達也, 菊地 康介, 高山 美畝, 山我 拓也, 施 姍, 丁 冉月, 兵庫教育大学研究紀要 : 人間発達教育専攻 特別支援教育専攻 教科教育実践開発専攻 教育実践高度化専攻 附属学校園, 兵庫教育大学研究紀要 : 人間発達教育専攻 特別支援教育専攻 教科教育実践開発専攻 教育実践高度化専攻 附属学校園, 49, 1 - 8, 09
  • Development and examination of the school-region-relationship model : From analyzing the community schools to a prospect of school-community, 日渡 円, 竹西 亜古, 大関 達也, 安藤 福光, 武藤 久慶, 平原 俊一, 澤野 幸司, 西田 隆之, 藤田 亮, 教育実践学論集 = Journal for the science of schooling, 教育実践学論集 = Journal for the science of schooling, (17) 25 - 37, 03
  • Effective Practical Training System for Elementary School Teacher Training at Teacher Education University : Analysis of the Observation Practice Records from School Observation Program, 小林 小夜子, 藤原 忠雄, 大関 達也, 日本教育大学協会研究年報, 日本教育大学協会研究年報, 30, (0) 79 - 91
  • The Possibility of Reading Educational Thoughts as Social Praxis : Reply from Hermeneutical Viewpoint, Ozeki Tatsuya, The forum on modern education, The forum on modern education, (19) 137 - 145, 09
  • Communication as central curricular perspective by international comparison: consequences for theoretical frameworks and their application on practice of early childhood and elementary school education in Japanese and German educational systems, Neumann Karl, 大関 達也, 小林 万里子, The Journal of school education, The Journal of school education, 21, 97 - 114
  • Sozialdemokratische Bildungstraditionen wurden 1948 im Osten Deutschlands vollstandig isoliert., 木内 陽一, ペーンケ アンドレアス, 大関 達也, 鳴門教育大学研究紀要, 鳴門教育大学研究紀要, 22, 1 - 9, 03 05
  • Von der Einsicht in die Endlichkeit und Geschichtlichkeit des Menschseins zur Praxis des Dialogs : Bedeutung der Metaphysik bei der Gadamerschen Hermeneutik(Part.III (Education and Human Science)), Ozeki Tatsuya, Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science, Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science, 53, 61 - 68, 03 28
  • Moglichkeiten und Grenzen des hermeneutischen Gesprachs : Mit Bezugnahme auf die Debatte zwischen der Hermeneutik H. -G. Gadamers und der Dekonstruktion J. Derridas, Ozeki Tatsuya, Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science, Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science, 51, 61 - 66, 03
  • Erwaegungen zur Bildung als Gespreach--Mit Bezugnahme auf H. -G. Gadamers Kritik an der Aufklaeung und seine Ueberpruefung der humanistischen Tradition, OZEKI Tatsuya, Studies in the Philosophy of Education, Studies in the Philosophy of Education, 86, 1 - 16,69


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