著者

境澤 和男

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.1972, no.25, pp.1-17, 1972-05-20 (Released:2010-01-22)

参考文献数

40

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One of the effects which the existentialist tendency in philosophy and theology had on pedagogy during the 1920s was the doubt cast on “the possibility of education”, its obvious requisite. The only people who at that time understood this problem correctly were Griesbach and the members of the “evangelical pedagogy” school, but they were refuted and ignored by the main-stream faction of contemporary education, which was based on an idealistic foundation. The question was taken up for the first time after World War II as a vital problem concerning the survival of pedagogy as such.This is the meaning of the problem of “the possibility of education”. One aspect of this problem is the possibility of laying a foundation to the educator's right to educate; another is the possibility of being educated. Griesbach examines the problem as regards the former aspect and arrives at a negative conclusion ; Bollnow tackles the problem in its latter aspect and arrivens at a positive concusion. This is due to the contradiction in the basic attitude of thinking, the former being “subjective”, the latter being “objectivating”. If the principle of existence postulates that thinking as sucn be existential (subjective), only in the direction of the former aspect can the problem of Existence in education have a future. Griesbach's so-called “critique” is nothing but a criticism, by means of “subjective” thinking, of the “objectivated” thinking; the problem of “structure” he was facing in his advanced age was how, while maintaining the purity of the criticism, it is possible to lay the foundation of the possibility of education. If the principle of Existence is to have a meaning, modern German pedagogy cannot go on bypassing this problem.