著者

ホルンシュタイン H

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1961, no.4, pp.62-79, 1961-04-20 (Released:2010-05-07)

参考文献数

52

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The twofold aspect of the educational theory of Comenius is a testimony to the change of times in the West. Its metaphysical foundation reflects a former age, its educational concern the new age. So, the educational program of the pampaideia, which aimed to teach everything to everybody, is not thoroughly understandable apart from the assumptions of medieval metaphysics. The school, which for Comenius was excluively an institution in the service of education, teaches universal knowledge but not as an end in itself. It is, rather, merely the condition for man too to reach his goal as a creature, (namely) through the right use of things and through correct belief in God, for the time being withholds from him the attainment of his final goal. This “pansophical” approach to teaching would be a futile undertaking on the basis of the new scientific approach, for this latter dose not simply find its object as something given as does the “knowledge of thing” of Comenius with its orientation toward the qualitative essential element of things. Rather, it constructs its own object in accordance with the hypothetical method it employs. So, the only question to be answered is : within the framework of the modern approach to teaching what place can be given to the material aspect of the educational theory of Comenius, that aspect being considered as an integral part of his theory? The directon of a possible answer to this question is merely pointed out in this essay.