It is necessary in ‘schools’ to pursue lessons as which will stir up selfactivities of children and which may produce their subjective relations to cultural values. For this purpose, it is important to clarify the methodological principles of probrem-solution learning which may bring about voluntary and independent learning. In this context, this research employs Mollenhauer's pedagogic theory as a viewpoint of examination and examines the pedagogic significance of ‘common problems’ in ‘problem-formation learning.’
The results obtained are as follows.
(1) It is recognized that a ‘common problems’ is a problematic situation in which children find a variety of opportunities to make up problems using teaching materials presented to them, and that the ‘problems’ have functions which facilitate the ‘sharing of habitus’ between children. This ‘sharing of habitus’ arises in the process of their contact with technical aspects of the exercise. These functions are meant to cultivate the most fundamatal capabilities of children such as their perception and thinking. In other words, the functions stir up ‘the power to live’ in children.
(2) It is hoped that a ‘common probrem’ may help to creat in teachers a process whereby they think in terms of ‘translating’ the technical aspects of an exercise into information which children can understand, thereby promoting the ‘sharing of habitus’ between teacher and child, and facilitating the formation of a ‘joint learning’ or ‘subject-subject’ relationship between them.
The results of the above-mentioned discussions in ‘proberm-formation learning, ’ with the concept of ‘common probrems’ as its principle basis are considered to verify Mollenhauer's pedagogic theory from the standpoint of practice.