著者

高宮 正貴 児島 博紀 生澤 繁樹 橋本 憲幸 室井 麗子 森岡 次郎 杉田 浩崇 虎岩 朋加 平石 晃樹 鵜海 未祐子 関根 宏朗 岸本 智典 市川 秀之 田中 智輝

出版者

大阪体育大学

雑誌

基盤研究(B)

巻号頁・発行日

2020-04-01

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これまで、教育学と政治学の接合の仕方は、①教育政策を政治学の方法で分析すること、②シティズンシップ教育として政治「を」教育すること、の2点に止まっていた。しかし本研究では、教育の規範を問う観点から、上記の接合の仕方とは異なった以下の3つのあり方を探究する。【1A】教育政策をいかに正当化すべきか(教育の分配的正義)【1B】教育は人々の生にどのように作用し、いかに包摂と排除を可能にしているのか(教育の生政治)【2】統治の対象かつ主体でもある人間は、いかにして形成されるのか(政治的主体の育成)これらの探究を通して、正義論、権力分析、市民性教育論を統合することで、規範的教育学の再構築を行う。

著者

高宮 正貴

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.2007, no.95, pp.51-70, 2007-05-10 (Released:2010-05-07)

参考文献数

19

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The purpose of this paper is to clarify the relationship between J. S. Mill's utilitarianism and his educational thought. For Mill, utilitarianism must ground educational thought so long as it shows the purpose of human life.The following points will be discussed in this paper.1. The feature of Mill's utilitarianism is to introduce not only the first principle, “the Greatest happiness principle, ” but also “secondary principles” such as liberty and virtue. Each “secondary principle” has its own priority unless it conflicts with each other. Education and instruction are regarded as “secondary principles” as they enable people to learn the tendencies of actions. Education restricts the application of “the principle of liberty, ” which is one of the “secondary principles.” “The principle of liberty” affirms the liberty of “self-regarding” action, but nonage and children, who cannot act rationally, are not qualified to be endowed with this liberty.2. According to Mill, utilitarianism requires moral education for its realization and justification. This moral education must be conducted by developing one's own individuality. The purpose of this moral education can be accomplished not only by providing systematic education, but also by using the forces of social institutions, public opinions, and religion.

著者

井藤 元 高宮 正貴 苫野 一徳

出版者

大阪成蹊大学

雑誌

大阪成蹊大学紀要 (ISSN:21894744)

巻号頁・発行日

no.1, pp.181-191, 2015-03-20

著者

高宮 正貴

出版者

The Japanese Society for the Philosophy of Education

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

no.95, pp.51-70, 2007

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The purpose of this paper is to clarify the relationship between J. S. Mill's utilitarianism and his educational thought. For Mill, utilitarianism must ground educational thought so long as it shows the purpose of human life.<BR>The following points will be discussed in this paper.<BR>1. The feature of Mill's utilitarianism is to introduce not only the first principle, "the Greatest happiness principle, " but also "secondary principles" such as liberty and virtue. Each "secondary principle" has its own priority unless it conflicts with each other. Education and instruction are regarded as "secondary principles" as they enable people to learn the tendencies of actions. Education restricts the application of "the principle of liberty, " which is one of the "secondary principles." "The principle of liberty" affirms the liberty of "self-regarding" action, but nonage and children, who cannot act rationally, are not qualified to be endowed with this liberty.<BR>2. According to Mill, utilitarianism requires moral education for its realization and justification. This moral education must be conducted by developing one's own individuality. The purpose of this moral education can be accomplished not only by providing systematic education, but also by using the forces of social institutions, public opinions, and religion.

著者

高宮 正貴

出版者

上智大学教育学研究会

雑誌

上智教育学研究 (ISSN:0385289X)

巻号頁・発行日

vol.24, pp.21-39, 2010

著者

高宮 正貴

出版者

上智大学教育学研究会

雑誌

上智教育学研究 (ISSN:0385289X)

巻号頁・発行日

vol.24, pp.21-39, 2010

著者

高宮 正貴

出版者

上智大学教育学研究会

雑誌

上智教育学研究 (ISSN:0385289X)

巻号頁・発行日

vol.19, pp.45-65, 2005