著者

対馬 登 植木 哲士 辻 敏夫 松風 晴雄

出版者

一般社団法人日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.33, pp.164-165, 1974-09-01

著者

対馬 登

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.1986, no.54, pp.28-42, 1986-11-10 (Released:2009-09-04)

参考文献数

96

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In this paper the characteristics of Dewey's educational science theory are discussed, taking into account its relation to educational practice.The educational science theory of Dewey originated through criticizing contemporary educational science theory (scientific determinism and the like) in America. Dewey's educational science theory has man at its center maintaining that the ultimate reality of educational science exists in the heart of the educator employed in educational activity. Dewey connects education with the process of growth of constantly changing man and maintains the autonomy of education as determining within the process of education not only the method and content of education but also its end and its value. Because the results of various scientific research are not norms nor standards but intellectual instruments regulating better educational practice, Dewey emphasizes the necessity of distinguishing the source material of the science of education from its scientific content.

著者

対馬 登 植木 哲士 辻 敏夫 松風 晴雄

出版者

一般社団法人日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.28, pp.89-90, 1969-09-01