著者
高田 熱美
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.1971, no.24, pp.43-58, 1971-12-15 (Released:2009-09-04)
参考文献数
71

In no other period has the problem of value in education met with so much confusion as in modern times. In our search towards a solution we have turned our attention to Adam Smith.In his economic theory Smith appears to support self-love, but this is true only within historical limits. Hence the problem of the unlimited immorality of self-love remains. As a means to overcome this, Smith proposes the ideal of the value of labour. This ideal is further supported by the even higher ideal of men. This is what Smith called sympathy.Sympathy is a kind of pity and consists in reducing one's neighbours' pain by making it one's own.This ideal underlies all of Smith's thought, and accordingly education is nothing but the effort to realize this ideal.
著者
高田 熱美
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.1970, no.21, pp.32-47, 1970-05-15 (Released:2009-09-04)
参考文献数
79

Generally, the purpose of education is said to be the formation of the “good” man. If this is so, it is, first of all, necessary to know what the “good” man is. At one time, Bertrand Russell, under the influence of G. E. Moore, thought that “good” could not be defined. But then he saw that love is the potent contents of “good”. With Russell love is a concept which transcends the search for both knowledge and beauty. Love is the fundamental principle of ethics, relating to the whole of human existence. For this reason, education with Russell has love as its foundation, and aims at the formation of the autonomous person who works for the realization of love.