- 著者
- 安藤 真聡
- 出版者
- 生涯学習・社会教育研究促進機構
- 雑誌
- 生涯学習・社会教育研究ジャーナル (ISSN:18825575)
- 巻号頁・発行日
- no.4, pp.65-81, 2010
1 0 0 0 OA モーティマー・J・アドラーのリベラル・エデュケイション論
- 著者
- 安藤 真聡
- 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.2007, no.96, pp.132-147, 2007-11-10 (Released:2009-09-04)
- 参考文献数
- 50
The purpose of this paper is to re-examine Mortimer Jerome Adler's ideas on liberal education. It is widely known that Adler was a vociferous proponent of the Great Books Program, an education program which consists of reading classics and discussing them.In the previous studies concerning the Great Books Movement, the main focus has been on Robert Maynard Hutchins, the president of the University of Chicago and the spokesman of the Movement, and the Great Books Program has been considered as traditionalistic, perennialistic, and reactionary. However, as historian Mary Ann Dzuback aptly stated, it was Adler who had a decisive influence on Hutchins, and Hutchins' ideas on education owed much to Adler. Besides, as Amy Apfel Kass pointed out, the Great Books Movement needs to be reinterpreted as an attempt “to completely transform education by reviving and reconstructing the traditional liberal arts.” There are four sections in this paper. The first section examines the theoretical structure of Adler's ideas on liberal education, and argues that he redefined liberal arts not as subject matter but as skills. The second traces how Adler's redefinition of liberal arts was formed, and analyzes how Adler thought over the relation between liberal arts as skills and the subject matter that is to be learned. The third focuses on the art of reading, one of the liberal arts Adler defines, and scrutinizes how great books should be read in Adler's theory. The fourth examines how and why Adler regarded the Great Books Program as the process of nurturing active and critical citizens in a democratic society.Based on these four sections, this paper reinterprets the significance of Adler's redefinition of liberal education during the interwar period, and explores its implication for today's liberal education.