1 0 0 0 OA 深谷潤著『ヤスパースと三人の神学者たち-キリスト教教育哲学の断片-』
- 著者
- 松丸 啓子
- 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.2003, no.88, pp.125-126, 2003-11-10 (Released:2009-09-04)
1 0 0 0 OA M・ブーバーの〈対話〉とK・ヤスパースの〈実存的コミュニケーション〉との比較研究
- 著者
- 松丸 啓子
- 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.46-58, 1993-05-10 (Released:2010-05-07)
- 参考文献数
- 58
The concepts of M. Buber's 'dialogue' and K. Jasper's 'existential communication' have some points in common. Especially both emphasize that man concerns himself with the other's self. Most of traditional existential education tended to ignore this point. Therefore, this education has fallen into some kind of individualism. In this paper, we discuss the problem of how to realize existential education drawing on an ontological comparison between 'dialogue' and 'existential communication'.In conclusion, our views on the possibility of existential education are presented.First of all, existential education can be developed by the realization of existential relations between man and man.Secondly, in the traditional discussions on existential education in Japan, metaphysical aspects of existential thought were not considered sufficiently. We found that M. Buber's 'dialogue' and K. Jasper's 'existential communication' help us to work out a solution.But, another difficulty arises here. As the relation of 'I-Thou' relates to the relation of and the 'existential communication' relates closely to other immanent communications, 'dialogue' and 'existential communication' are related only in a moment. Therefore, neither can cover the entire range of educational matters.Besides, as both are basically realized between a person and another person, a problem concerning 'the persons who are not met' has been discussed constantly. Moreover, at the moment of the realization of both, the teacher and the student meet each other as 'personality'. Here, they are beyond the educational frame of 'teacher' and 'student'.As mentioned above, 'dialogue' and 'existential communication' pose difficult problems in education. But, those difficult problems make us face a fundamental question what education should be.