文献一覧: 03873153 (ISSN) - Ceek.jp Altmetrics

1 0 0 0 OA K・マンハイムにおける「社会的教育」思想と教育現実把握の独自性

著者: 児美川孝一郎
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.1992, no.66, pp.1-14, 1992-11-10 (Released:2010-05-07)
参考文献数: 35

Karl Mannheim (1883-1947) is a well-known sociologist, who was forced to leave Germany by the advent of the Nazi regime. After he flew to England, he made efforts to offer a recipe for reconstructing mass society in crisis, and developed his theory of social planning. In educational studies today, Mannheim is regarded as one of the initial contributors to the sociology of education in England.While Mannheim stayed in Germany, his theoretical concern was mainly focused on establishing the 'sociology of knowledge' or 'sociology of culture'. And his writings in this period appeared to be rather philosophical than sociological. As to his educational thought, its attention was paid not to the particular educational problems, but to the methodological consideration of educational theory.This article deals with Mannheim's educational thought in this German period, and attempts to clarify its characteristics in the context of German educational thought in the 1920ies and 30ies.The conclusions of this article are as follows : Firstly, the key concept of Mannheim's educational thought was 'social education'. It requires us to comprehend 'educational reality' in the context of multifarious social relations, instead of person-to-person relationship. Mannheim was able to attain this methodological perspective from his general principle of 'sociology of knowledge'.Secondly, in comparison with other German educational thoughts, such as 'Sozialpädagogik' or 'Geisteswissenschaftliche Pädagogik', Mannheim's educational thought was very unique. Among them only his thought could refer to realistic social process which constructed 'educational reality'. And it could also acquire a viewpoint of controlling social process.

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1 0 0 0 OA シュライエルマッハーの「社交性理論」に関する一考察教育学的基礎づけとしての社交性理論

著者: 林昌鎬
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.29-42, 1992-11-10 (Released:2009-09-04)
参考文献数: 44

Schleiermacher is counted among the theorists of dialectic pedagogy and regarded today in German pedagogy together with Herbart as an original founder of scientific pedagogy in the 19th century. This paper examines his work “An Attempt at a Theory of Free Sociability” in which for the first time his ideas of formation appear. The concept of 'sociability' (Freie Geselligkeit) described in that treatise functions as a very important idea in his educational theory, but, unfortunately, in Schleiermacher research in Japan, it has been scarcely introduced so far.In this article, first I present the situation of sociability in Schleiermacher's contemporary society which may be considered the historical and social background of his 'theory of sociability', then, after discussing the influence of the Herenhuters, I try to analyze his 'theory of sociability, as a foundation of his educational theory.

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1 0 0 0 OA キルケゴールの「倫理的伝達」による実存の覚醒「ソクラテス的産婆術」の受容と批判的展開

著者: 諸富祥彦
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.1992, no.66, pp.43-58, 1992-11-10 (Released:2010-05-07)
参考文献数: 67

This article aims at the possibility of making the educand aware of his internal problems through a positive influence on the part of the educator, and at clarifying Kierkegard's 'ethical transmission', particularly the reception and the development of the 'Socratic maieutic method' included therein. At the middle of the 19th century when European society was conscious of discretion, Kierkegard was groping for a transmission method turning the other (person) into a positive seeker of ethical truth, and using the 'socratic maieutic method' as a model, he accepted its essence to formulate the principle of the 'double reflection' to become the nucleus of his 'ethical transmission'. But as to the concrete method of awakening the partner to his contradictions, Kierkegard did not adopt the socratic method piling up definitions of concepts, but adopted the method of depicting the essential contradictions in the partners world. At this point Kierkegard achieved the result of critically developing the 'socratic maieutic method' by determining 'the will obscuring knowledge'.

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1 0 0 0 OA ソクラテスの衝撃

著者: 北畠知量
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.59-72, 1992-11-10 (Released:2009-09-04)
参考文献数: 15

Socratic education consisted in a series of steps in the formation of man by testing people, telling them to take care of their souls and make much of αρετη : human excellence. Along the way of this education he caused a great shock to people; people experiencing this shock reacted in different ways. In that sense, it meant the climax of socratic education. Now, what is precisely the content of this shock?(1) Socrates shocks people by declaring that they are ignorant about the essence of arêtê. In this case, people experience a great shock by becoming aware that they do not know about the essence of αρετη which they ought to know, and when they are told, “you are not good citizens”.But there is also another shock : (2) Alcibiades is made aware of his self-contradiction that he does not do the good deed which he ought to do if he were a good citizen. He experiences a great shock realizing that his self is divided into three selves and that these are in conflict with each other.From the content of this shock, the soul according to Socrates, consists of three selves and the care of soul means philosophizing about the normative wisdom of αρεη and harmonizing one self with the two other selves by wisdom. This is Socrates' formation of man, education.Socrates educates people by following several steps : In doing to, he himself stands always one step higher than his partner - in this sense he is a good educator. Judging from these facts, the substance of socratic education consists in the task of harmonizing the three selves by letting people arrive at the wisdom of the better norm.

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1 0 0 0 OA モーゼス・マイモニデスの祈り

著者: 武田清子
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.73-83, 1992-11-10 (Released:2009-09-04)

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1 0 0 0 OA 教育哲学を考える

著者: 沼田裕之
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.84-85, 1992-11-10 (Released:2009-09-04)

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1 0 0 0 OA 森田孝・長井和雄・西村皓.小笠原道雄・平野正久編『人間形成の哲学』

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.1992, no.66, pp.86-92, 1992-11-10 (Released:2009-09-04)

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1 0 0 0 OA 〈知識/行為〉問題の教育思想史的文脈

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.1992, no.65, pp.25-30, 1992-05-10 (Released:2010-05-07)
参考文献数: 8

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1 0 0 0 OA 「知っていても出来ない」とは何か

著者: 生田久美子
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.65, pp.30-35, 1992-05-10 (Released:2009-09-04)
参考文献数: 6

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1 0 0 0 OA 課題研究の計画・実施・反省

著者: 宇佐美寛
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.65, pp.36-40, 1992-05-10 (Released:2009-09-04)

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1 0 0 0 OA ウイトゲンシュタインの言語ゲーム論とその教育学的意義教育論としての言語ゲーム論における「理解」と「知識」

著者: 丸山恭司
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.1992, no.65, pp.41-54, 1992-05-10 (Released:2009-09-04)
参考文献数: 27

The purpose of this paper is to clarify the pedagogical meaning of Wittgenstein's language theory. To this end, the attempt was made in this paper to arrive at a correct understanding of the language game, and from there to interpret the language game as an educational theory. The following points are raised : In the first section, in order to facilitate the attempt of interpreting the language game as an educational theory, the life of Wittgenstein is summarized under the aspect of education.The second section clarifies how Wittgenstein himself understood the meaning of the 'language game' when he intrduced it. The language game refers to ordinary verbal activity in real life and in this context initial language activity is described as language game.The third section explains what kind of problems Wittgenstein wanted to attack with his 'language game'. The aim was to criticize the tendency of connecting the verbal image of the equivalence theory, particularly in regard to the meaning of words, with a psychological element.In the fourth section the problem of 'understanding' and 'knowledge' in the developing of the education language game is raised. It turns out that these are not to be reduced to substantial phenomena but to be understood out of the situation of the language game as the use of words, and it turns out also that the knowledge through such use of words as such is not justified but nevertheless forms valid knowledge. This interpretation was established as the pedagogical meaning of the language game theory.

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1 0 0 0 OA モンテッソーリにおける「進化論的ヴィジョン」の独自性ハックスレーとの比較を通して

著者: 笹原英史
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.65, pp.55-68, 1992-05-10 (Released:2010-05-07)
参考文献数: 70

This paper attempts to clarify through a comparison with Huxley the original features of 'evolutionary vision' in Montessori thought.For this purpose Montessori's original outlook on the characteristic features discovered in the order of descent in the evolutionary process of mankind, furthermore the position of man in the evolutionary process originating from there, finally the existential purpose of man deducted from these premises are the object of our deliberations. In other words, the originality consists in a hypothesis of a negative reaction to the natural selection in classical evolution theory, replacing this by an emphasis on an original evolutionary factor, finally of proposing a unified aim and an absolute being in the total process of evolution.Montessori and Huxley, while in agreement on humanistic foundations, differ decidedly on these accounts. Furthermore, the emphasis on the spiritual plasticity of man at a young age engulfed in the evolutionary process may be considered an original characteristic of Montessori.

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1 0 0 0 OA 十牛図の自己教育研究

著者: 谷川守正
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.65, pp.69-84, 1992-05-10 (Released:2009-09-04)
参考文献数: 40

In Japanese educational reform life-long education is a key-concept. Education for children aims at promoting the ability of self-directed education and for adults it aims at creating local systems of life-long learning; but our education is not integrated as a whole. We shall define its key-concepts by a case study of self-directed education illustrated by the Ten Pictures of the Cow and the Shepherd, a Chinese and Japanese Zen Buddhist text for training monks, in use since the 12th century.The text tells us how to search one's true Self forgotten in busy idleness. Ten pictures suggest two self-training worlds for learners and leaders. The author utilizes mechanisms of the series of quatrains with seven Chinese ideograms in each line in an original way to express integrated self-directed education systematically. We can also analyze the structure of the quatrains by means of the different tones in which characters are pronouced in Chinese. Ten introductions explain the key-words of the first lines of each quatrain philosophically.Five symmetrical pairs in the morphological structure denote the curriculum, guidance and methodology of self-directed education with five steps of different knowing in a cycle. According to religious philosophy the last three stages mark the appearance of absolute Nothingness in the independent Buddhist world; but for our educational philosophy they signify the process of self-realization of creative freedom in terms of historical, natural and social freedom followed by equality and solidarity. The text, based on the integrated principles of the human rights, is a model of our life-long integrated self-directed education moving in a cycle where anyone always can join freely.