著者

吉本 均

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.1971, no.24, pp.89-92, 1971-12-15 (Released:2009-09-04)

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1. The background of didactic researchAt present the interest in didactic research in educational circles of West Germany is increasing at an extraordinary rate ; the following points may be mentioned as background to this development : (a) The problem of the chasm and the spirit of rebellion between the traditional German didactic theory and the daily school practice, together with the self-reflection of German didactic theory on this situation.(b) The problem of how to stimulate and how to overcome the complacent mood in regard to educational practice within the schools.2. Models of didactic researchThe viewpoint and the situation of didactic research in West Germany can be judged by the fact that it is expressed in such terms as “from formation theory to cybernetics”.Hence as a matter of principle the following three research models can be distinguished : (a) The model of the communication theory(b) The model of the learning theory(c) The model of the formation theoryThus, the didactic theory in West Germany suffers intensely as it stands between the formation theory and cybernetics, between hermeneutic contiguity and learning goal taxonomy.

著者

吉本 均

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.1962, no.7, pp.1-13, 1962-10-30 (Released:2010-01-22)

参考文献数

27

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The development of teaching theory in modern times can be said to be a process in which the educational meaning of instruction and its significance for personality development has become established by reason of the fact that it has been viewed not from the standpoint of pragmatism with its insistence that curriculum and learning are rooted in the necessities of everyday life but from the standpoint that the cultivation of the child's thinking and cognitive powers is its purpose. So, for example the pioneering achievement of Pestalozzi lies in the fact that he studied the cognitive process of children from the stage of intuition to that of conceptualization and formulation of laws and on this basis tried to clarify of the teaching. Accordingly, so far as the development of methodology is concerned, it is very undesirable that teaching methods, such as the lecture method, the discussion method, life learning, or systematic learning, are discussed as problems of learning and teaching types. One of the defects of the “new education” of postwar years was precisely this. The most important subject in teaching and learning theory today is not the laying of plans for the homogeneous development of the natural growth and life experience of children. It is rather the type of study that clarifies how the thinking process of children is qualitatively changed by teaching and by different types of theaching material.