- 著者
-
山崎 洋子
- 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.92-111, 2000-05-10 (Released:2010-05-07)
- 参考文献数
- 48
The present paper studies the “self-realization” concept of E. Holmes, a substantial leader of the organization called the “New Ideals in Education, ” which spread out ahead of the New Education Movement in England during the early 20th century. Moreover, the paper aims to modify the traditional interpretation of Holmes' “self-realization” to the effect that his is not more than “removing social implication from T. H. Green's Idealism.” The present author will approach Holmes' concept from a broader perspective.First, the author shows by an analysis of Holmes' autobiography as well as his articles that his “New Ideals” were formed by his critical thinking when he underwent mental conflicts and slumps at the time of H. M. I. under the “payment by results” system. In his criticism of the Western standards of value, Holmes strongly advocated the conversion of a path to mechanical obedience into the path to self-realization in schools. Second, the author argues that Holmes' insistence on the “emancipation” and “freedom” of the child derived from his original ideas which may be summarized as his trust in vitalizing abilities and well-being of the human self; sympathetic, aesthetic as well as scientific instincts as three arterial ones. Finally, the author clarifies that his theory of self-realization which takes a variety of forms such as “self-forgetfulness”, “self-unfolding”, “self-expression, ” “self-expansion” and “self-extension” has societal and religious implications. In his theory, the process leads the “self of child”, with its proper balance with the organic Universe, to One Life, a balance which is struck between the human being as a microcosm and the Nature as the macrocosm.Through the above the author shows that Holmes' concept of “self-realization” is ambiguous, that it cannot be interpreted as “removing of social implication”, that there was a further metaphor to the “emancipation of child”, and that a rhetoric is submerged in Holmes' concept. His path to self-realization can be interpreted as a philosophy of Wholeness, or of All is One, a major forerunner of the educational reform movements in the 20th century.