著者

青木 英実

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.2001, no.84, pp.146-150, 2001-11-10 (Released:2009-09-04)

著者

青木 英実

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.74, pp.1-15, 1996-11-10 (Released:2010-01-22)

参考文献数

81

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K.R.Popper, one of the greatest philosophers of this century, has exerted some influence upon contemporary philosophy, science, politics and education. During his early years at Vienna, he received training in education and child-psychology for a future school teacher. The current paper aims to explicate the relationship of Popper's philosophy and the thought of the “Wiener educational reform”, especially that of G. Kerschensteiner.Popper criticized the logic and psychology of induction, along with the theory of verification, of the “Wiener Kreis.” This criticism of inductive logic was closely related with his early study of education and child-psychology. In his early articles Popper opposed the contemporary teaching method which had been based upon the Herbartian associationism. Both the logic of induction and the teaching method of associationism had rested upon the “bucket theory” of knowledge, where knowledge was regarded as consisting of atomic experiences or molecular elements. In opposition to such a theory of knowledge and learning, Popper asserted that all human learning consisted in the modification of previous knowledge or of disposition. Here Popper's theory of knowledge shared something in common with the ideas and motif of the educational theory of the “Wiener educational reform.” Thus the activistic view of the child and of education of the “New Education” in 20th century Europe, had a great impact on the contemporary philosophy and thought in general, through the philosophy of K.R.Popper.

著者

青木 英実

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.1983, no.48, pp.46-60, 1983-11-05 (Released:2009-09-04)

参考文献数

20

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There are many conflicts in our society. The children will grow up in a society full of conflicts. They should acquire the ability to control conflicts without doing destructive harm to each other.Hence, teachers and parents themselves must control conflicts in educational situations, because by adults dealing rationally with conflicts children are helped to learn the rational strategies for dealing with conflicts which are necessary for peaceful social life.We tend to believe that love may check conflicts ; but a dogmatic theory of love may, on the contrary, also encourage mutual aggression in certain circumstances. A strong emphasis on love may even create serious conflicts.In the classroom, teachers should, therefore, not too strongly emphasize mutual love, but they should rather aim at an optimal understanding under prevailing circumstances including also the children's desires.To sum up, the road to peace is paved by an education aiming at rational conflict-ability and tolerance of a plurality of values.

著者

青木 英実

出版者

中村学園大学

雑誌

中村学園研究紀要 (ISSN:02887312)

巻号頁・発行日

vol.28, pp.1-9, 1996-03-15