著者

片山 清一

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.1967, no.16, pp.69-80, 1967-10-10 (Released:2009-09-04)

参考文献数

22

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Educational history, in contrast to general history, is studied as a special history; but in the sense that it presents the history of education which as such has cultivated the human mind which in turn forms general history, it possesses also a universal scope clarifying the very foundations of general history. In that connection Christopher Dawson's view on education in his The Crisis of Western Education, is very revealing. Culture and education are inseparable, education, in fact, is “enculturation”. Hence, the extinction of educational tradition leads to the death of culture. When research in educational history is conducted taking education in this broad meaning, the distinction between factual history of education and the history of educational ideas becomes meaningless.But education in its development is constantly subject to actual conditions. According to James Mulhern, economic, religious, social and political factors in a real world exercise their influence on education. But these factors are outside of education and do not belong to its essence. Education being subject to these actual conditions, also has the power to transcend them and even to govern them. The reason is that the indispensable function of education is to pursue an ideal to be realised in the future. Education is a human activity carried on in the present world in order to make the heritage of the past useful for a time to come. It is exactly through education that man becomes truly man.But in the study of educational history, the educational ideal conceived at one particular period in the past is frequently overlooked. Or rather, the grasp of that ideal in terms of the material available is difficult. In the study of educational history the examination of various actual conditions which have a bearing on education is indispensable, but it is necessary to clarify how these conditions were dealt with by presenting ideals making for educational development.Only when carried out in this fashion will the study of educational history become a source of strength for the education of tomorrow.

著者

片山 清一

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.1965, no.12, pp.44-60, 1965 (Released:2009-09-04)

参考文献数

23

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The final aim of every study in the field of education is to contribute to the advancement of education at present and in future. This is also the case with the studies in the history of education. The viewpoint of thought history, therefore, must be introduced into the studies in the history of education in order that education in the past may be something more than dead facts and turn out to be useful in future.To attain the aim we should pay our attention to the tradition running through the history of education and throw light on its development. The present article puts a great emphasis on the importance of the history of education by discussing the following four points : (1) what is tradition? (2) the problem of the view of tradition (3) tradition and education (4) the problem of tradition in the history of education.One remark should be added here : this article doesn't handle with historical facts but is intended to show a vision for further study.

著者

片山 清一

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.1967, no.16, pp.69-80, 1967

---

Educational history, in contrast to general history, is studied as a special history; but in the sense that it presents the history of education which as such has cultivated the human mind which in turn forms general history, it possesses also a universal scope clarifying the very foundations of general history. In that connection Christopher Dawson's view on education in his <I>The Crisis of Western Education</I>, is very revealing. Culture and education are inseparable, education, in fact, is &ldquo;enculturation&rdquo;. Hence, the extinction of educational tradition leads to the death of culture. When research in educational history is conducted taking education in this broad meaning, the distinction between factual history of education and the history of educational ideas becomes meaningless.<BR>But education in its development is constantly subject to actual conditions. According to James Mulhern, economic, religious, social and political factors in a real world exercise their influence on education. But these factors are outside of education and do not belong to its essence. Education being subject to these actual conditions, also has the power to transcend them and even to govern them. The reason is that the indispensable function of education is to pursue an ideal to be realised in the future. Education is a human activity carried on in the present world in order to make the heritage of the past useful for a time to come. It is exactly through education that man becomes truly man.<BR>But in the study of educational history, the educational ideal conceived at one particular period in the past is frequently overlooked. Or rather, the grasp of that ideal in terms of the material available is difficult. In the study of educational history the examination of various actual conditions which have a bearing on education is indispensable, but it is necessary to clarify how these conditions were dealt with by presenting ideals making for educational development.<BR>Only when carried out in this fashion will the study of educational history become a source of strength for the education of tomorrow.