本稿は､｢人間の苦痛｣に関連したﾓﾉを博物館で展示することの難しさと､それらを教育的に利用する際に生じる課題について､いくつかの事例をもとに考察するものである｡戦争や差別を扱う博物館の展示は､平和教育や人権教育などの授業で比較的よく用いられる｡しかし､｢人間の苦痛｣に関わるﾓﾉを教育的に利用する教員には､単なるﾒﾃﾞｨｱﾘﾃﾗｼｰに留まらない､それらのﾓﾉの背景にある政治性や歴史性を読み解く高度なﾘﾃﾗｼｰと､それらを授業として用いる際の鋭い倫理的感覚が求められる｡特に博物館の教育･普及活動が進展し､博学連携が進む昨今において､｢人間の苦痛｣に関連したﾓﾉを教育的に用いる活動は､複雑な｢人間の苦痛｣を単純化した教訓的ｽﾄｰﾘｰとしてｽﾃﾚｵﾀｲﾌﾟ化する危険性など､新たな問題を有し始めている｡本稿では､これら｢人間の苦痛｣の教育的利用に関わる課題について指摘し､最後に｢ﾌｫｰﾗﾑ｣としての博物館と学校との新たな関係の可能性について論じる｡This paper, on the basis of some examples, considers the difficulty of exhibiting materials related to "human suffering" in museums and the problems that occur when such materials are used for educational purposes. In Japan, museum exhibits that deal with social issues such as war and discrimination are often visited by students in classes on peace or human rights education. However, for teachers to use materials related to human suffering educationally, they need to have advanced literacy-which includes not only media literacy but also the ability to understand deeply the political and historical meanings of the materials-as well as a keen sense of ethics. In addition, as schools and museums establish cooperation and the educational and outreach activities of museums progress, educational activities that use materials related to human suffering may risk stereotyping complex human suffering as a simplistic and didactic story. Finally, this paper, after discussing the issues related to the educational use of materials on human suffering, discusses the possibility of a new relationship between museums as a "forum" and schools
