著者

宮野 安治

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.1998, no.77, pp.41-46, 1998-05-10 (Released:2009-09-04)

著者

宮野 安治

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.1976, no.33, pp.65-80, 1976-05-10 (Released:2009-09-04)

参考文献数

22

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Theodor Litt is well known as a cultural philosopher and as a cultural educationist, but if we turn to his works published after World War II, we notice that his interest expanded so as to include not only the human and cultural world, but also the world of nature. The purpose of this paper is to clarify the relation between nature and man from the viewpoint of man's “becoming self” (Selbstwerden), and to examine starting on that basis the place of natural science in the so-called formation of man (Menschenbildung).According to Litt, nature confronting man, can be divided into three aspects, “nature as object”, “nature as impression” and “nature as support, ” and correspondingly the relation between nature and man also can take on three different directions. In each we can recognize a certain individualism, hence the meaning of scientific thinking in terms of becoming self is singled out, and as a consequence, it is given a place within the formation of man. Here, Litt's concept of “antinomy” comes forth, replacing his concept of “harmony.”

著者

西川 潔 堀田 千絵 馬野 範雄 宮野 安治

出版者

人間環境学研究会

雑誌

人間環境学研究 (ISSN:13485253)

巻号頁・発行日

vol.17, no.1, pp.3-10, 2019 (Released:2019-08-05)

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The aim of this study was to find the main learning ability in teaching practice at elementary school. Especially, considered the previous research, we focused on the claim advanced by the school teachers, compared to more reports toward students or university educators. We conducted the mail-in survey and asked the elementary school teachers to answer the two type’s questions. The first question was consisted of eighteen learning contents in teaching practice. As a second question, we asked them to write to-be-learned contents in teaching practice freely apart from the first question. As a result, the five hundred-twenty nine valid answers were obtained. Eighteen items by first question consisted of 5 factors: (1) school management; (2) class management; (3) lesson practice abilities; (4) the understanding for special need education; (5) the qualifications as a teacher. All these factors had a high degree of internal consistency for Cronbach’s alpha reliability for the scale. Moreover, the independence of categories was rated as the most significant learning content. Furthermore, in free descriptions, it seemed that thirty-two percent of teachers insisted on the significance of the positivity and motivation for learning. Our findings corresponded to previous studies for each type of school. For future direction, we need to examine how to cultivate the abilities as an acceptable member of society during a four-year university education.

著者

宮野 安治

出版者

京都大学教育学部

雑誌

京都大学教育学部紀要 (ISSN:04547764)

巻号頁・発行日

no.20, pp.150-162, 1974-03