To acquire clinical knowledge, we have to be sensitive to the context underlying in our mutual relationships and social circumstances, which is supposed to be the indisoutable truth in the common sense.It could be claimed that the intention and meanings of the handcapped child's behavior shows up in a different context as mutual understanding vary between him-her and a teacher or with other children.n othe words, we should shed kight on the context in the guman relational circumstances surrouding the children before we discuss and examine the degree and definitions of the disorders.DIscrimination is not a simple psychological matter.It inevitably accompanies "reversal sence", that is, discriminators have unconsiously the sense that he, himself is contaminated and excluded by contaminated(discriminated) people.In japanese schoolks confronting "ijime", "class", we have to be aware of the "reversal sense" and overcome it even though it is difficult to attempt.This paper reports the workshops which were intended to make my students aware of those discriminative, exclusive, and reversal senses.These workshops are the first steps to recover tthe concept of care in education.That is why we must criticize school counseling based mainly on the clinical psychology for separating education in two parts : teaching and carering of mind.