著者

高宮 正貴

出版者

The Japanese Society for the Philosophy of Education

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

no.95, pp.51-70, 2007

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The purpose of this paper is to clarify the relationship between J. S. Mill's utilitarianism and his educational thought. For Mill, utilitarianism must ground educational thought so long as it shows the purpose of human life.<BR>The following points will be discussed in this paper.<BR>1. The feature of Mill's utilitarianism is to introduce not only the first principle, "the Greatest happiness principle, " but also "secondary principles" such as liberty and virtue. Each "secondary principle" has its own priority unless it conflicts with each other. Education and instruction are regarded as "secondary principles" as they enable people to learn the tendencies of actions. Education restricts the application of "the principle of liberty, " which is one of the "secondary principles." "The principle of liberty" affirms the liberty of "self-regarding" action, but nonage and children, who cannot act rationally, are not qualified to be endowed with this liberty.<BR>2. According to Mill, utilitarianism requires moral education for its realization and justification. This moral education must be conducted by developing one's own individuality. The purpose of this moral education can be accomplished not only by providing systematic education, but also by using the forces of social institutions, public opinions, and religion.