著者

村井 実

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.1976, no.33, pp.50-64, 1976-05-10 (Released:2009-09-04)

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Defining “goodness” we may say “goodness” is a word as a symbol for the structural actions of some of mechanism with which man is internally endowed.The structural operation with which man is internally endowed, is some type of activity which requires simultaneous fulfilment of the four needs of “reciprocity”, “usefulness”, “non-contradiction” and “beauty” ; when these function can be judged temporarily satisfied, a state is reached to which the expression of “goodness” applies.Hence, what is called “goodness” cannot be grasped by a simple realistic way of thinking- “goodness” existing as reality. Neither can it be explained sufficiently by some sort of nominalistic thinking- “goodness” as just a word for some kind of feeling.It is clear, then, that the fundamental problem of education, i.e. to make children “good”, contains some deep relation to this problem of understanding the meaning of “goodness”.

著者

村井 実

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.1976, no.34, pp.1-17, 1976-10-10 (Released:2009-09-04)

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“Goodness” is understood as a signal expressing the simultaneous satisfaction of the 4 needs of “reciprocity”, “effectiveness”, “unreservedness”, “beauty” with which all men are equally endowed : this is an interpretation of “goodness” suggested in this paper.If this proposition is valid, it follows that education, i.e. the endeavour to make the child “good”, must concentrate on activating this structural mechanism inherent in the child. Furthermore, from this point of view, various theories and discussions concerning education must be subjected to a fundamental critical upraisal examining whether they are built on this understanding of “goodness”.In this sense, in this paper several educational theories are critically examined. In particular, as a typical example of critical examination, the recent theory of L. Kohlberg on moral education was chosen as a theory which lacks a satisfactory scrutiny of “goodness”

著者

村井 実

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.1975, no.32, pp.1-18, 1975-10-10 (Released:2009-09-04)

参考文献数

6

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In all enunciations concerning education, the terms “good” or “not good” are very frequently used, in fact statements on education cannot be made without reference to these concepts. Thus it is obvious that attention in educational research should be directed toward a closer examination of the term or the concept of goodness.However, in fact, this kind of attention is lacking among present-day resear-chers : the first point made in Part I of this paper is that this situation is not as it ought to be.On the other hand, a number of attampts were made, especially since the time of G. E. MOORE, by persons not necessarily qualified as educational researchers, to determine the concept of “goodness” : the second point of Part I of this paper is to show that such attempts, from the viewpoint of interest of the educational researcher, have remained somewhat unsatisfactory.Hence, the third point made in Part I of this paper is that for the educational researcher it is necessary to approach the problem of “goodness” not only as a general research problem of “goodness”, but that an attempt is called for to determine its nature also from its own standpoint, i. e. from the point of view of educational research.In the future, the author plans in a Part II to attempt a new clarification of the concept of “goodness”.

著者

村井 実

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.1996, no.73, pp.24-28, 1996-05-10 (Released:2009-09-04)

著者

村井 実

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.1991, no.64, pp.45-59, 1991-11-11 (Released:2009-09-04)

著者

村井 実

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.1987, no.55, pp.87-89, 1987-05-10 (Released:2009-09-04)

著者

村井 実

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.1986, no.53, pp.37-43, 1986-05-10 (Released:2009-09-04)

著者

村井 実

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.1-15, 1984-11-10 (Released:2010-01-22)

参考文献数

7

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Among researchers the problem has frequently been discussed how the relation between the liberal and enlightened thinking which Mori maintained as a Deputy Ambassador in America and the nationalistic and centralistic attitude he took as Minister of Education in Japan is to be interpreted. By making a distinction between nationalism in education and nationalism in general, this paper attempts to point out the possibility of a new understanding of this problem, more in line with the interest of the history of educational thought.Looking at the problem from this angle, it turns out that Mori in his fundamental thinking was an educational nationalist throughout. This study tries to establish the logic of this assumption by means of an examination of Mori's works and at the same time it points out that this type of nationalism possessed characteristics, in terms of educational thought, peculiar to the Japanese in their entirety and consequently the attempt is made to emphasize the importance of interest in educational research of this type of nationalism.

著者

村井 実

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.42, pp.56-66, 1980-11-25 (Released:2009-09-04)

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私は、それがどういう形態をとるにせよ、平和教育と呼ばれるものにかねてから積極的な関心を抱いてきた。それは、単に平和ということが、現代の世界状勢上、子どもたちの教育において当然に強調されなければならないという理由からだけではなくて、さらに、いずれ分っていただけるように、すべての教育活動の目的は結局は人間の間での平和な生活の恒久化に帰着すると見なしうるという、いわば純粋に理論的な理由からでもある。今回のこの小論は、この後者の観点からの教育の現状への批判であり、問題提起の試みである。

著者

村井 実

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.1979, no.39, pp.13-16, 1979 (Released:2009-09-04)

著者

村井 実

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.1978, no.37, pp.21-27, 1978-05-10 (Released:2009-09-04)

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In order to arrive at a truly scientific pedagogy, it is necessary first to determine precisely the aim of such a science furthermore on the basis of this to realise clearly its proper research object, next as in other sciences, to apply distinct research methods which may be divided into theoretical, positive, experimental, historical and other methods as may be the case. But as a matter of fact, pedagogy at present is considered to be underdeveloped on all these accounts.Accordingly, in the interest of a scientific pedagogy, I would like to make the following suggestions : (1) To determine the object of research as “problems of education” in order to make the researchers clearly aware of their common object.(2) In order to make the individual researcher conscious of such a peculiar purpose of this peculiar type of research, to change the research areas from the former traditional ones such as e. g. educational sociology, educational philosophy etc., to such ones as practical research (in education), positive research (in education), experimental research (in education), theoretical research (in education), historical research (in education).

著者

村井 実

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.1960, no.2, pp.85-87, 1960-03-01 (Released:2009-09-04)

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十二月二十日に稲富先生がボストンに見え、ちょうど二週間滞在されました。ガツガツと読書に明け暮れていた私の生活にとっては、あたかもクリスマス、新年の休み中ではあり、みじめな教育問題への関心から魂を解放する絶好の機会であったようです。昨日 (四日) 稲富先生をニェーヨークへ送って、明日から再び教育問題にとりつくわけですが、ああ、今日の日がもっともっと長ければ良いのに。

著者

竹下 文雄 村井 実

出版者

熊本大学

雑誌

若手研究(B)

巻号頁・発行日

2015-04-01

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ハクセンシオマネキのオスにおける複数の求愛シグナルの適応的意義について研究を実施した。メスは時間あたりの求愛音の発音回数が多いオスを好んだ。餌の利用可能性が高いオスではattraction waveの頻度および血漿ラクトース濃度が増加した。近隣オスの妨害行動によりペア形成率は低下した。物理的な障害物によりメスの配偶者選択に要する時間は増加した。オスの甲と大鉗脚における色の変化パターンは異なった。これらの結果より、オスの各シグナルはメスの配偶者選択の基準として用いられる可能性が高いが、その機能は異なり、それぞれの個体が置かれた社会的・物理的環境下で各シグナルの有効性は異なる可能性が示唆された。