著者

木下 凉一

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.1969, no.19, pp.1-15, 1969-05-15 (Released:2009-09-04)

参考文献数

47

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Education is growth. The aim of education is nothing but further growth. The aim of education is the process of growth as such. Such and similar expressions indicate the characteristics of Dewey's educational thought. In such statements it is implied that education is not merely a preparation for the future but also values the process of living itself.Naturally this realisation requires of the life attitudes of the learning child something different from what has been traditional. His expression “the Copernican turn from a teacher-centered school to a child-centered school” refers to this change. It implies respect for the interior potentialities within the child. Thus when the meaning of the learning content is understood, the child can be expected to experience in his living a true joy in concentrating on the content of learning. This condition is what I would like to call “appreciation.” This appreciation is not simply identical with pleassure. Dewey expects an appreciation in which intellect, emotion and heart are all at work at once. The accumulation of appreciation creates within the child his characteristic tastes and interests. Taste and interest create further appreciation. No longer is there any separation between present and future, between theory and reality. This is at the same time the characteristic of Dewey's concept of growth.The examination of appreciation understood in this way, leads to a fuller understanding of the real meaning of Dewey's educational thought.