著者

宮寺 晃夫

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.96, pp.1-21, 2007-11-10 (Released:2009-09-04)

参考文献数

29

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何がわれわれを規則に従って進むように、あるものを規則とみなすように、強制するのか。何がわれわれを、すでに学んだ言語の形式において語り合うように強制するのか。ウイトゲンシュタイン『数学の基礎』中村秀吉・藤田晋吾訳、大修館、二四三頁。

著者

下司 晶

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.1999, no.79, pp.93-109, 1999-05-10 (Released:2010-05-07)

参考文献数

50

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Anna Freud-Melanie Klein controversies over child analysis made up a turning point for psychoanalysis. Even today there remains a wide gap between the Freudian ego-psychology and the Kleinian psychoanalysis. This division can be traced to a series of dispute on child-analysis in 1927 and to the Controversial Discussions that took place in the British Psycho-Analytical Society between 1941 and 1945.These controversies centered on the nature of infantile super-ego as well as of early object relationships. Because these controversies unfolded around child development, they have been interpreted as conflicts of different theories of child development. In contrast, this paper attempts to explain these controversies as those concerning epistemological foundations in understanding children's mind, and it tries to show how two different, even opposing, metapsychologies arose simultaneously.Their theories of child development were guided by distinctive perspectives of the treatment of children, and their observations in turn relied on their theories. Their theories as well as their perspectives of treatment were caught respectively in a vicious circle.Anna Freud pursued the relations between children and their enviroments. Since her perspectives included not only children but also external objects, she did not have to conceptualize early unconscious relationships. In contrast, because Klein analyzed children's unconsciousness alone without considering their surroundings, she discovered and theorized inevitably infantile super-ego and early object-relationships.These two models of meta-psychology are rooted in different emphases : one, on external realities, and the other, on inner realities.We can trace the origins of these two types of the explanation of mind to Sigmund Freud, the father of psychoanalysis. Inquiring into patients' pasts and childhood experiences, he concluded that an early trauma could lead to a neurosis. In child analysis, however, iansmuch as analysists can observe a child as it is, Anna Freud and Melanie Klein would build two meta-psychological theories-one, from external environments and the other, from inner realities.

著者

山内 清郎

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.2006, no.94, pp.91-97, 2006-11-10 (Released:2010-01-22)

参考文献数

7

著者

木内 陽一

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.1990, no.61, pp.50-63, 1990-05-10 (Released:2009-09-04)

参考文献数

44

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Die experimentelle Pädagogik, die urn die Jahrhundertwende internationale Beach-tung land, muß als der szientifische Fltigel der Reformpädagogik verstanden werden. Auf diesem Hintergrund thematisiert die Arbeit Tragweite und Grenzen dieses An-satzes, wobei die Hauptthese dahin geht, daß der Konstruktionsfehler dieser Richtung bereits vor 1920, d. h. vor der Kritik seitens der geisteswissenschaftlichen Pädagogik, deutlich geworden war. Der Verfasser versucht, diese These in drei Schritten zu begrtinden. (1) Das Erziehungsversandnis der experimentellen Pädagogik, das unter Motto : “Vom Kinde aus” zusammenzufassen ist, stellt den Bruch mit der aufklarerischen Instrumentalitätsannahme der Erziehung dar. (2) Die damaligen Padagogen waren überzeugt, daß die Anleihe bei der Wissenschaftstheorie, die sich im Rahmen der experimentellen Psychologie herausgebildet hatte, zu dem Entwurf der Pädagogik als Wissenschaft, die der genannten Erziehungsauffassung entspricht, Beitrag leisten sollte. (3) Aus der Analyse der Fallbeispiele von wichtigen Vertretern (E. Meumann, E. Dtirr, H. Münsterberg und W. A. Lay) geht hervor, daß die beiden Bereiche (Erziehungs-verständnis und Wissenschaftstheorie) zur Inkonsistenz führen und die experimentelle Pädagogik vor 1920 schon gescheitert war.

著者

井谷 信彦

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.2006, no.94, pp.1-20, 2006

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本稿は、現代ドイツの教育学者ボルノウと、彼の思想に深い影響を与えた哲学者ハイデガーについて、両者の思索の関わりを問い直す研究の一環として位置づけられるものである。ハイデガー哲学からの影響を認めながらもボルノウは、その思想の根幹である「存在への問い」が開き示す可能性については、それを繰り返し排除あるいは無視し続けてきた。しかしながら、この拒絶がそもそも或る種の誤解に基づくものであったとすればどうだろうか。むしろその点に、ボルノウ自身によっては主題的に論じられることのなかった別なる思索の可能性が潜在しているのではないか。ハイデガーによる「存在への問い」についての考察を通じて、ボルノウによる人間学的な教育学がもついっそう豊かな可能性を解き放つことが、本研究に与えられた最終的な課題である。特にその端緒として本稿では、ボルノウによる「希望の哲学」をハイデガーによる「不安の分析論」をふまえて問い直すことが試みられる。

著者

矢野 智司

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.2004, no.89, pp.16-18, 2004-05-10 (Released:2009-09-04)

著者

鬢櫛 久美子

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.1992, no.66, pp.15-28, 1992-11-10 (Released:2009-09-04)

参考文献数

39

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The aim of this article is to read and interpret the writings of Erikson as a theory of development. This attempt implies, while filling in some missing points on research on Erikson, to arrive at a comprehensive and new interpretation of Erikson's theory.In this paper, in order to understand Erikson's thought, the method was applied to analyzing his 'Epigenetic Chart' which forms through out the undercurrent of the basis of his theory, and thus to re-read Erikson's writings as development theory.As a result, important concepts are discussed separately which were coined to explain his 'epigenetic chart', and in order to rectify the over-all meaning of development as understood by Erikson, furthermore, in order to rectify the fact that the meaning of sinister terms has been de-emphasized because these terms were loaded with energy, hence difficult to handle, it is my understanding that the concept of virtue should be introduced.When the epigenetic chart is examined with a focus on the concept of virtue, it becomes clear that its terminology and methodology were constantly revised. When I started to examine the virtue concept, the ritualization etc., newly added concepts and terms, while considering the development of Erikson's theory and its relation to education, I reached the conclusion that it can be re-stated as development theory opening up new horizons.

著者

平野 正久

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.47, pp.90-96, 1983-05-15 (Released:2009-09-04)

著者

高橋 勝

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.1977, no.35, pp.32-52, 1977-05-20 (Released:2010-01-22)

参考文献数

56

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In contemporary Germany a lively discussion is carried on about the scientific nature (Wissenschaftscharakter) of pedagogy. Against (1) the hermeneutic method (Hermeneutik) which was ruling hitherto in the educational world, since the 1950s, (2) the method of an empirical science (Erfahrungswissenschaft) influenced by English and American positivistic educational research and (3) the method of social criticism (Gesellschaftskritik) gained momentum.In this paper Wolfgang Brezinka's “educational science” (Erziehungswissenschaft) in which the viewpoint of (2) empirical science (more precisely of critical rationalism (Kritischer Rationalismus)) is adopted will be discussed ; the content of his critical observations on pedagogy in West Germany will be examined and their validity will be clarified. In particular, special attention will be given to the view of making an attempt to reinterpret the method of (1) hermeneutics and (3) social critism ss “ideology” emphasizing practice more than theory as not fulfilling the conditions of the construction of a “scientific theory”, and the attempt is made to clarify the relation between “educational theory” and “educational science” on the one hand the non-scientific level of ideology of “educational thought” and “Weltanschauung” on the other hand. Furthermone I shall try to discuss the function of “educational thought” guiding the educator and the role of “educational theory” which examines the correctness or falsehood of his statements and the validity of Brezinka's “metapedagogy” which poses the problem of making a distinction between the two different levels of these functions.

著者

土屋 靖明

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.51-66, 2003-11-10 (Released:2010-05-07)

参考文献数

46

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Le but de cet article est de dégager un principe de la théorie du devenir humain dans la philosophie bergsonienne, et par ailleurs, de souligner le discours sur le pragmatisme (particulièrement celui sur William James) chez Bergson. Les conceptions de la vie, du devenir, du changement de la réalité spirituelle, de l'effort spirituel, de la pluralité et de l'inventivité qui sont examinées dans cet essai sont des idées importantes pour la philosophie bergsonienne elle-même. Et Bergson montre son intérêt pour ces thèmes dans son discours sur le pragmatisme.Dans le bergsonisme et dans l'interprétation bergsonienne du pragmatisme, l'humain est la réalité spirituelle, soit en d'autres mots, l'âme et l'esprit. La réalité spirituelle vit; elle est en devenir continuel et se transforme et évolue par un effort d'esprit intime. Une telle théorie du devenir refuse le but comme point final. La finalité dans la théorie du devenir est le devenir indéfiniment soi-même, ou encore la pluralité qui signifie des évolutions divergentes. La pluralité du devenir se manifeste dans la faculté inventive. Le pragmatisme (dans l'interprétation de Bergson) vise des inventions scientifiques reflétées dans des utilisations pratiques. Le bergsonisme est tourné vers les créations artistiques reposant sur leur propre inspiration. L'utilisation pratique et l'inspiration artistique sont le produit d'un effort spirituel.

著者

福田 学

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.96, pp.80-96, 2007-11-10 (Released:2010-05-07)

参考文献数

24

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Étant donné que la théorie de l'écriture chez Derrida est fondée sur des études minutieuses relatives à la parole individuelle et au langage concret, elle comprend une vision importante pour les recherches sur l'enseignement de la langue. Cependant, dans les recherches relatives à la pédagogie, la philosophie de Derrida est le plus souvent envisagée sous un éclairage politique ou social en rapport avec la «déconstruction» et est rarement considérée comme une théorie ayant un lien étroitavec les questions concrètes de l'enseignement et les problémes de l'éducation. Cet article envisage donc de démontrer que la theorie de l'écriture chez Derrida peut grandement contribuer aux recherches sur la pratique de l'enseignement.Pour ce faire, j'examine tout d'abord, en me référant à la notion de «représentation», les critiques que Derrida adresse à la linguistique de Saussure, linguistique qu'il qualifie en effet de métaphysique typique qui sous-estime l'écriture. J'éclaircis ensuite trois prédicats essentiels de l'écriture selon Derrida, puis l'approche du langagepropre à ce dernier qui considère la parole comme une «origine» où s'impriment les différences. Enfin, je mets en évidence, en apportant une réflexion sur des situations typiques de l'étude avec le langage écrit selon la théorie de l'écriture chez Derrida, que les idées de celui-ci ont des liens étroits avec des actes et des faits tels que la recherche de l'exactitude, la substitution des choses ainsi que la dissociation entre sujet scolaire et contexte social, actes et faits qui ressortent des situations d'apprentissage linguistique et qui sont couramment constatés dans les pratiques éducatives générales.

著者

原田 茂

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.15-27, 1965 (Released:2009-09-04)

参考文献数

23

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“Nature” is the central concept in the education of the Enlightenment and the task of education is to foster the nature with which man is endowed according as children grow up. Here is seen a strong trust of the nature of man, while Kant, who draws a strict line between the empirical world of phenomena and the transcendental world of ideas, takes a different standpoint from that of the Enlightenment. In Kantian philosophy the pure forms of reason and pure laws of will are enthroned with the result that the task of education is not to develop natural endowments but to discipline them through education and lead them into the transcendental world. Man, a personality provided with reason and autonomous will, is an existence which stands on a completely different level from that on which other animals crawl, and it is incumbent on man to realize this dignity of his personality. On the other hand, however, Kant is strongly influenced by Rousseau as far as his view of education is concerned, and his belief in the goodness of human natnre forms the keynote of his view of education. Moreover, his concept of human liberty and equality are to be clearly traced back to Rousseau. The present writer tries to consider Kant's view of education as the consequence of his philosophy and at the same time in reference to Rousseau.

著者

中山 幸夫

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.1980, no.41, pp.112-118, 1980-04-25 (Released:2009-09-04)

著者

今井 康雄

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.1987, no.56, pp.61-64, 1987-11-10 (Released:2010-05-07)

著者

真壁 宏幹 西村 拓生

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.108-115, 2007-05-10 (Released:2009-09-04)

参考文献数

5

著者

西平 直

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.116-123, 2007-05-10 (Released:2009-09-04)

著者

北詰 裕子

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.2007, no.96, pp.22-41, 2007-11-10 (Released:2009-09-04)

参考文献数

68

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This paper examined J. A. Comenius' The Way of Light as a theory of language in the metaphor of light, one that is crucially related of cognition of things.In The Way of Light, Comenius expresses the world and human beings in a metaphor of light. External light illuminates all things and clarifies every thing. It overcomes every darkness in the world. On the other hand, Internal light means intellectual light in particular. This light overcomes darkness of ignorance in soul, and intellect has an opaque characteristic. Opaque intellect receives light, blocks its further penetration, keeps the truth of things within itself, and reflects and scatters it around the world again. It can be said that working of this intellect is a function of the language. From the point of view of human history, Comenius said that the scatter of light spreads through cognition, conversation, a meeting of a church, books, printing and the art of navigation. Furthermore, this process is expansion of education to give light for human mind.Comenius considers the cognition of things from the perspective of light because he has an assumption that every visible thing in the world has truth of God. And ideal universal language is designed as a medium to represent the truth of things.In other words, what is considered as the language in Comenius has triplex meanings : a language that articulates the light as opaque intellect, a language as the world itself has, and a transparent language that represents the world. These triplex meanings of language are deeply related to the educational thought of Comenius.

著者

平田 仁胤

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.71-88, 2007-05-10 (Released:2010-05-07)

参考文献数

20

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In recent years, “representation learning, ” which assumes that knowledge presupposes representation, has been criticized. In this criticism “Wittgenstein'sparadox” has been used to point out the logical impossibility of “representation learning” : as long as the notion of “representation” is assumed, the paradox would happen inevitably and spoil “representation learning.” However, the paradox HERE is considered to be merely a theoretical fiction for it does not happens in normal cases, and hence, does not spoil learning. In view of the criticism, this paper attempts to show, by analyzing elaborately Wittgenstein's rule-following considerations, that “Wittgenstein's paradox” can not be seen simply as a fiction. In Wittgenstein's rulefollowing considerations, the notion of “inner-binding” and that of “outer-binding” are crutial. The former is a disposition that is built through “training”. This disposition enables one to judge the “sameness” and to be convinced of the necessity of that sameness. The latter is “institution” that is established through the repetition of “peaceful accordance”. The two bindings sometimes do not conflict with each other.This is exactly the case in which rule-following operates.“Inner-binding” has not been formed yet in an earlier stage of “rule” learning.Therefore “outer-binding” conflicting with the inner does not appear. But the two can come to differentiate themselves from each other as learning progresses and as the inner has been formed. The conflict between the inner> and the outer is equivalent to the case which “Wittgenstein's paradox” describes. Accordingly the possibility of differentiation exists latently and the paradox is not a theoretical fiction.The latent possibility of “Wittgenstein's paradox” indicates that learners are not in a position to distinguish the two. This suggests that learning is uncertain and learning theories are not transparent to learners.

著者

井谷 信彦

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.2006, no.94, pp.1-20, 2006-11-10 (Released:2009-09-04)

参考文献数

36

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本稿は、現代ドイツの教育学者ボルノウと、彼の思想に深い影響を与えた哲学者ハイデガーについて、両者の思索の関わりを問い直す研究の一環として位置づけられるものである。ハイデガー哲学からの影響を認めながらもボルノウは、その思想の根幹である「存在への問い」が開き示す可能性については、それを繰り返し排除あるいは無視し続けてきた。しかしながら、この拒絶がそもそも或る種の誤解に基づくものであったとすればどうだろうか。むしろその点に、ボルノウ自身によっては主題的に論じられることのなかった別なる思索の可能性が潜在しているのではないか。ハイデガーによる「存在への問い」についての考察を通じて、ボルノウによる人間学的な教育学がもついっそう豊かな可能性を解き放つことが、本研究に与えられた最終的な課題である。特にその端緒として本稿では、ボルノウによる「希望の哲学」をハイデガーによる「不安の分析論」をふまえて問い直すことが試みられる。

著者

森岡 次郎

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.2006, no.93, pp.102-121, 2006-05-10 (Released:2010-01-22)

参考文献数

74

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The purpose of this paper is to examine new eugenics and education.For the last several years, such ideas as “Designers Baby” and “Perfect Baby” have been discussed in terms of “New Eugenics”. This idea means the artificial production of babies by genetic technology according to the desire of parents. If educational values can be realized to some extent by genetic technology, new eugenics will necessitate our views on education to change. From this perspective, this paper examines the implications of new eugenics for education.First of all, the history of eugenics is surveyed and new eugenics is positioned historically. Here, new eugenics can be positioned in an eugenical trend after the 1970s. Next, the theoretical features of new eugenics are clarified in its contrast to old eugenics. This makes it clear that new eugenics is based on the principle of selfdetermination and on the principle of scientific validity. (2) Then, the criticisms of new eugenics are reviewed. Here, by considering Glen McGee's and others' arguments, it becomes clear that any fatal criticism of new eugenics does not exist yet. However, in the argument by Jürgen Habermas, education and new eugenics are distinguished in view of the existence of “others.” It enables us to find out a positive value to the conditions of “others” in education that cannot be fully satisfied. (3) Finally, it is clarified from the standpoint of the system theory of Niklas Luhmann that children as “others” are indispensable as the media in an educational system. Based on Emmanuel Levinas' concept of “désir”, I present the point of view of “the desire for others”, one that gives a positive value to the “existence of others”. (4) “New eugenics” and education have affinity in terms of operational intervention in children. However, from the point of view of “the desire for others”, it becomes clear that both are fundamentally in conflict.