文献一覧: 新井保幸 (著者)

1 0 0 0 OA ヴォルフガング・ブレツィンカ (著) 小笠原道雄監訳『教育学から教育科学へ教育のメタ理論』同 (著) 岡田渥美・山崎高哉監訳『価値多様化時代の教育』

著者: 新井保幸
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.1993, no.67, pp.121-126, 1993-05-10 (Released:2009-09-04)

2021-01-30 22:01:00
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1 0 0 0 OA 道徳授業における問題の立て方

著者: 新井保幸
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.1984, no.50, pp.64-67, 1984-11-10 (Released:2009-09-04)

2021-01-30 21:29:00
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1 0 0 0 OA リットのナチズム批判

著者: 新井保幸
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.1982, no.46, pp.1-16, 1982-11-15 (Released:2010-01-22)
参考文献数: 27

On the basis of two of Litt's papers in which in the early 1930 ies he criticised Nazism, I have summarized his criticism in two point's. Litt's argument in “University and Politics” (“Universität und Politik”) can be summed up as follows : 1. Political interference with science tends to destroy it because it infringes on the autonomy of science.2. A university should be firmly grounded in its function as a research institution ; by doing so it can best serve the state. In addition, I interpret the term “hohe Schule des Geistes” as an expression symbolic of the above-mentioned outlook on the university.Next, I discuss the significance of the paper “The Position of the Mental Sciences in the National Socialist State” (“Die Stellung der Geisteswissenschaften im national-sozialistischen Staate”) from the viewpoint of criticism against Nazism.1. Investigating the problem from many different angles it demonstrates that it is wrong for science to serve Nazism.2. It proves that the attempt of ethnology to explain history by means of the concept of race is fundamentally impossible.3. It divides the way Nazis deal with history into three different kinds and points out that each of them contains internal contradictions as well as contradictions with each other.By way of conclusion, I maintain that Litt's peculiar method of criticism pointing at the logical weakness of Nazism amounts to an indirect verdict of Nazism as such.

2021-01-30 21:22:00
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1 0 0 0 OA イデオロギーとしての「純粋教育科学」 E・クリークにおける「教育科学」と「全体主義」の関係

著者: 新井保幸
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.1980, no.41, pp.40-56, 1980-04-25 (Released:2010-01-22)
参考文献数: 45

E. Krieck was a supporter of a 'pure science of Education' as well as of the ideology of Nazism. In this paper the attempt is made to discuss the connection between these two aspects.Krieck was aligned with Nazism before he developed his theory of pure science of education; there was a reason why he supported Nazism. The reason is that this was the ideology of the petit bourgeois class.The 'pure science of education' is based on two principles. The first is the principle of the superiority of 'the whole' over the 'particular', the second is the principle of discussing being (facts) while not discussing oughtness. The 'whole' in the first principle signifies concretely speaking the national community. Furthermore, the ontological proposition ('the whole anteceds the particular'.), includes the ethical conclusion ('the particular must follow the whole'). Hence the first principle postulates the integration into the national community, i.e. the pre-existing order of rank. This is so because the national community is the only group within which the petit bourgeois exposed to oppression from above and to threat from below, can identify himself. As to the second principle, this is from the beginning destined to destroy itself because it contradicts the first principle which is an expression of faith. But the hypocritical conscience of following the second principle makes its advocate fall a prey to the illusion as if he were not speaking of a subjective faith but of objective facts. Nazism and 'pure science of education' are thus combined in Krieck's thought.

2021-01-30 21:16:00
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1 0 0 0 OA 一九二〇年代シュプランガーにおける文化教育学思想の特質

著者: 新井保幸
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.30-45, 1974 (Released:2009-09-04)
参考文献数: 25

This paper discusses the fundamental pedagogical theory (i. e. the cultural pedagogical thought) of Spranger in the twenties. The theory of cultural pedagogy combines through its copncet of culture the individual viewpoint with the social viewpoint and while contrasting the peculiar nature of education with cultural creativity, determines education as an act of cultural production, as such distinct from mere cultural transmission. In the central theme of the theory of cultural pedagogy formally fixed as mutual interaction of the subjective spirit and the objective spirit, building on the formation theory of neo-humanism, the theory of cultural pedagogy contains the characteristics of the formation theory. The theory of cultural pedagogy which amounts to a revival of the formation theory of neohumanism, while making much of the classical formation theory, carries, above all, at its centre the theme of the self-formation of modern man staying in close contact to the German classical school of thought. The theory of cultural pedagogy with these characteristic features took a critical stand against the debates concerning school reform which stood out clearly in contemporary Germany at that time, and at the same time it was critical also of the generation gap, yet at the same time this theory was occasioned by an attempt to mediate between these two opposites.