著者
古屋 恵太
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.2000, no.82, pp.65-80, 2000-11-10 (Released:2010-01-22)
参考文献数
54

This paper inquires into Dewey's conception of individuality in those of his later works which developed an anti-dualistic philosophy, through an examination of his holistic and transactional understanding of situation and context.The study of his conception of situation indicates that individuality means a new mode of cognitive and practical transaction in which an individual, together with things and other individuals, re-emerges through his reflective thinking. This occurs when a syncretic, determinate situation is recovered from an indeterminate situation in which the subject and the object are separate. The present study also shows that individuality represents a phase of context because, according to Dewey, the new mode of interaction turns into another context that will tacitly influence one's reflective thinking in the next indeterminate situation.Thus, the conception of individuality as shown in Dewey's later works does not refer to individual differences as discriminated by a spectator; rather it is a metaphorical representation of a succession of reconstructions in the mode of transaction, which is realized when participants transact among themselves or with things.From the point of view of education, individuality is valuable, not because it brings up autonomous individuals or helps individuals achieve differentiation, but because the emergence of a new meaning as well as a new manner of act is expected to facilitate actual and continuous transactions. Individuality is not an educational goal to be realized through transactions, but rather a mark for the recognition of the establishment of transactions or the new modes of transaction. Thus, individuality has a function of testing the medium of transaction.
著者
古田 智久
出版者
The Philosophy of Science Society, Japan
雑誌
科学哲学 (ISSN:02893428)
巻号頁・発行日
vol.41, no.1, pp.1_95-1_119, 2008 (Released:2009-07-31)
参考文献数
8

In this review, I review both volumes II and III of Takashi Iida's Book: Gengo-Tetsugaku Taizen, and examine two arguments proposed in vol. II. One is concerning criticism against conventionalist's explanation of truths of logic which was approached by Quine. I think that truths of logic should be comprehended in Quine's holistic view of knowledge. The other is concerning criticism against Quine's holism which was suggested by C. Wright. I hold that the statement W:θ |- L I → P which Wright proposed can be also abandoned together with theory θ to which W relates if the θ is abandoned.
著者
花輪 由樹 西垣 安比古
出版者
日本建築学会
雑誌
日本建築学会計画系論文集 (ISSN:13404210)
巻号頁・発行日
vol.79, no.705, pp.2497-2505, 2014-11-30 (Released:2014-11-30)
参考文献数
26

This paper attempts to elucidate about a transition on volume changes of “home province” and “region” in course of study and a meaning of remaining “home province” in the showa 40s that was times changed from “home province” to “region”. First, in elementary school and junior high school, it was only in “social studies” that changed from “home province” to “region”. Secondly, for education about sense of dwelling, “home province” in the showa 40s was not sufficient.

1 0 0 0 松下村塾

著者
古川薫 [著]
出版者
講談社
巻号頁・発行日
2014