著者

大井 美穂

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.81, pp.43-57, 2000-05-10 (Released:2009-09-04)

参考文献数

45

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The purpose of this paper is to clarify the ethical and moral meaning of Dewey's concept of growth which was hitherto regarded vague. As to method, the present paper analyzes his concept of “complete co-ordination.” The author has taken up this theme because, in his Plan of Organization of the University Primary School (1895), Dewey referred to the achievement of complete co-ordination as the ultimate end of all education. Thus, our attention to the concept will enable us to clarify the ethical and moral meaning of Dewey's concept of growth as the ultimate end of all education. To substantiate this point, the author will argue like the following.In the first and second sections, the author examines Dewey's concept of “complete co-ordination” through an analysis of his The Study of Ethics : A Syllabus (1894). She will show that the “complete co-ordination” is a process of moral conduct and that it has an ethical and moral meaning for both individualistic and socialistic ideals inasmuch as the process represents “self-expression, ” “self-realization” and “character integration” from the point of view of individual agents, and “realization of social ends” and “social progress and reform”, from the point of view of the scenes of action.In the third section, the author argues that the concept of complete co-ordination is definitely related to the concept of growth by showing how Dewey considered that concept as the ultimate end of all education in his Plan of Organization of the University Primary School.In the final section, she will clarify the ethical and moral meaning of the concept of growth with reference to the relation above.