著者

岩田 朝一

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.1974, no.30, pp.58-62, 1974 (Released:2009-09-04)

著者

岩田 朝一

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.1971, no.23, pp.46-49, 1971-05-20 (Released:2009-09-04)

著者

岩田 朝一

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.1966, no.14, pp.1-14, 1966 (Released:2010-01-22)

参考文献数

31

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There have been various opinions as to the relationhip between philosophy and education, of which particularly noteworthy is that of analytical philosophers who affirm that philosophy is not a body or system of knowledge but simply an activity of criticism or clarification itself, and hence that there can be no inherent relation between the two. The aim of the present article is to examine whether the philosophy and educational thought of Locke, as a forerunner of the school_of analytical philosophy, can be treated in the same way.To a cartain extent the assertions of these philosophers are applicable to Locke's case too, but at the same time it is also true that there is much more than that. The close examination of his Essay Concerning Human Understanding reveals that the theory of the association or connection of ideas are to be considered to be the problem of education as well as of philosophy. It is true that education covers wider field and is therefore connected with many other sciences, but to regard philosophy as a mere accesory to an educational theory is rather dangerous, especially in the case of Locke's thought.