著者

春山 浩司

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.1972, no.26, pp.28-43, 1972 (Released:2010-01-22)

参考文献数

50

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This paper examines the meaning of “nature” in education, taking as a point of departure educational thought centered around Locke and Rousseau. In doing so, we shall draw out the two different forms of thinking concerning the awareness of nature, and then we shall examine both the postive and the negative meaning, as well as the basic characteristics of educational thought conditioned by a nature concept originating from either of these two forms of thinking. That is, the educational thought based on a scientific nature concept which, free from subjective conscience, has contributed to the intellectual liberation of man and the enlargement of self by its fundamental vein of a rational explanation of reality and the utilization of this explanation, but with the closed character of (its) conscience structure in fact, it contains a tendency to intercept the view toward a total liberation of man. On the other hand, the educational thought which draws nature into the subjective conscience and which is based on a value-reflecting normative nature concept, gave to the human being the function of criticizing the social system and has opened up the road toward complete liberation of man. It did this by perfectly subjectivising nature and adding to it a human ethos. These two concepts of nature, form the basis for characterising respecti has as its aim the formation of the “person” as such, is being visualized in contrast to a scientific knowledge (dominating knowledge) related merely to the “things” of the outside world.vely the educational theories. Among the individual theorists attention is necessarily paid to a tension or a harmony between the two. In the future it will be necessary to examine further the structure of the internal relation between these two kinds of “nature” in education.

著者

春山 浩司

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.24, pp.59-74, 1971-12-15 (Released:2010-01-22)

参考文献数

35

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Locke has been chosen as an example of the consequences of the concept of “freedom in education” in the history of thought, for this is considered one of the most fundamental concepts in modern education. Because Locke treats the theory of freedom in various areas, it is first of all necessary to establish the viewpoint for arranging and analysing these areas. The two systems of coordinate axes of essential and functional freedom on the one side, and of individual and social freedom on the other, were determined. Furthermore, on the logical coordinate field resulting from the combination of these coordinate concepts various aspects of freedom, such as pedagogical freedom, epistomological freedom, religious freedom, civil freedom, are analysed and clarified as regards their fundamental nature. This analysis enables us to seek the meaning of freedom of education and visualize the essence of this concept. By way of conclusion it can be said that freedom according to Locke is a functional and individualistic type of freedom, and as a result freedom of education reflects social status presented in a twofold manner ; this freedom may be visualized as a double feedback of individual self-control and of restriction by state power. Furthermore it may be seen that Locke guaranteed the individual character of education by the thorough formation of the intellect through educational content.