著者

松本 賢治

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.23, pp.1-16, 1971-05-20 (Released:2009-09-04)

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The importance of education is more discussed today than ever before. Nevertheless, the reform of the content of teachers' training, an integral part of education has not advanced at all. Engaged in both research and education in the field of pedagogy, the author has tried to examine critically the fundamental problems of pedagogy as such.Pedagogy as a science must first of all focus its attention on educational reality. It must obtain a firm hold on the object of educational reality and face it squarely. The same applies just as much to educational practice. However, practice a such in pedagogy must be included as an object, and this is the task of pedagogy. Otherwise, it ends up in mere literary study and loses its autonomy as an independent seience.Pedagogy must closely cooperate with educational practice-this is an essential condition for the progress and development of both. This is the author's point of view and he has tried to tackle the problem in a somewhat concrete fashion.

著者

森川 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.1971, no.23, pp.17-30, 1971-05-20 (Released:2009-09-04)

参考文献数

35

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In this paper an attempt is made to clarify the problem of Pestalozzi's self-confi dence and conviction as educator by examining the meaning of the “ordeal” in his life. First of all the actual event, nature, and meaning of the ordeal in his life are studied by analysing his letter of October 1, 1793, addressed to Nicolovius ; this letter is interpreted as “the confession of a believer in the midst of an ordeal”. Furthermore, by examining the character of Grüphi in the third edition of Lienhard and Gertrud, the peculiar problem of the ordeal of the educator is discussed. Finally, we have tried to show how serious a problem the ordeal is for the educator and how important the meaning of the ordeal is in leading him to real self-confidence and conviction as an educator.

著者

杉浦 太一

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.1971, no.23, pp.31-45, 1971-05-20 (Released:2009-09-04)

参考文献数

40

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Troeltsch understood the problem of “Personal spiritual formation” in terms of a normative science implying a realistic approach to histopy, i.e., as the “cultural synthesis of the modern age” and the structure of “realistic philosophy of history”. This is presented as a combination of experimental theory and aprioristic thinking, as a synthesis of real cultural values each in its turn, on the basis of an axiological analysis of human life. In other words, it is the synthesis in “present time” of conscience, i.e., the formal norm of personal morality and the material norm of cultural values. Basing his thought on religious values, Troeltsch develops his ideas as a theory of “harmony” between the “two kinds of absolute validity”.

著者

岩田 朝一

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.1971, no.23, pp.46-49, 1971-05-20 (Released:2009-09-04)

著者

竹内 巧

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.16-31, 1970-05-15 (Released:2010-05-07)

参考文献数

36

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A. N. Whitehead contends in his “Universities and their Function” that the special function of the university is to impart knowledge imaginatively. In this essay, therefore, I tried to explain his “function of teaching knowledge imaginatively” in the context of his metaphysical cosmology.First of all, by a chronological consideration it is established that his theory of education antedates the formation of his metaphysical cosmology, and that the principle of concrescence is at its bottom. Secondly, the author proceeds to show that, according to the analysis of experience, knowledge explains experience which belongs to an inferior stage, and that this serves as datum for a new experience. Thus, finally, the author goes to show that the “imaginative power” is an activity which aims at enlarging the contents of experience. This is because in his metaphysical cosmology it is one of the propositional feelings, which has experience (knowledge) as its object.

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

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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.

著者

吉村 文男

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.48-59, 1970-05-15 (Released:2009-09-04)

参考文献数

47

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Drechsler took self-realization by placing reflection in its center. But in this there is no self-realization in its original sense. On the contrary, Jaspers whom Drechsler misinterprets speaks of self-realization in its original meaning. He interprets the original self as potential existence (mogliche Existenz), which by its decision earns its existence or not. Moreover, this potential existence when faced with an extreme situation (Grenzsiutation) in which a decision has to be taken, and when it chooses its own existence in this situation of existential freedom, in reverse, receives itself from a transcendence which is absolute reality enveloping and surpassing it. Here self-realization in an existential sense can exist.

著者

村田 昇

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.60-66, 1970-05-15 (Released:2009-09-04)

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今まで学んできたドイツ教育理論を、一度、その理論を生み出した基盤の上に立って見なおしてみたい、特にその際、それを理論と実践との関連において把えてみたい、そのためには、単に伝統に生きているところよりも、むしろ伝統をうちにはらみながら近代化のなかに揺れ動いているところの方がいいのではないか。これが、私が留学の地にハンブルグを選んだ一つの理由でした。この点ハンブルグは、自由ハンザ同盟以来の古い歴史的伝統と、アルスター湖およびエルベ河に象徴される自然の美とを誇り、それらを保護し、生かしながら、そのなかに若々しく活動する近代商業都市として形成されており、私の念願にかなっていたことになります。そこで、大学に出席するかたわら、できるだけ多くこの地の教育の現実に膚でふれてみたいと、つとめて各種の学校や教育施設を視察しています。しかし、ハンブルグを選んだより大きな理由は、この大学に、かのSpranger, Litt, Nohlなきあとの西独教育学界の重鎮Wilhelm Flitner (1889.8.20生) 教授と、Spranger高弟であるHans Wenke (1903.4.22生) がおられることでした。しかしここに来てみると私の期待は裏切られ、Flitner教授は老令のためにすでに退官、チュービンゲンの息子さん (Andreas Flitner) のところにいってられるのか、ここしばらく音信不通で、とても面会はできないだろうとのことです。Wenke教授に関しては、この大学でも前ゼメスターには相当にはげしい学生の動きがあり、先ずねらわれたのがWenke教授。なんでも戦時中にヒットラー体制に迎合する行動があったことを、急進学生によって糾弾され、それにいやけがさしたのか、本ゼメスターから退官された様子。今は、Spranger全集の編集と大学に付設されたハンス・ブレドウ放送研究所の所長として多忙のようで、出張がちで、彼を助けてSpranger全集の第五巻Kulturphilosophie und Kulturethikの編集にたずさわったKlaus Schleicher助手が、なんとかして私に会わせる機会を作ろうと努力し、また、Wenke教授からも日本のSprnger研究の動向などを知りたいから是非にという返事を受けてはいても、いまだにその機会に恵まれません。さらにKleine pädagogishe TextやZeitschrift füt Pädagikの編集者として知られていたGeorg Geissler (1902.11.22生) 教授もすでに退官。Doktorande-kolloquiumだけはすることになっていますが、殆んど大学には顔を見せず、面会も難しいようです。そのようなことで、ここに来た当初は、いささか失望したことは否定できません。しかしその後、あとで述べるHansmann, Scheuerl両教授と、ベルリン大学でSpranger教えを受け、現在、演習でその著作を読むLotte Lipp-holscher講師、前述のSchleicher助手、それにSpanger初期の思想を学位論文としてまとめつつあるMichael Loffelholz助手らとの出会いによって、この大学に学べることに喜んでおります。こちらに来ましてから、まだ四ヵ月。知りえたことはごく僅かでしかありませんが、この大学の教育学科の特色や学風について、いくらかなりとも御紹介したいと思います。

著者

天野 正治

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.22, pp.1-19, 1970-10-10 (Released:2010-01-22)

参考文献数

34

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It can de safely said, that among the theoriste of University reform in contemporary West Germany, H. Schelsky and R. Dahrendorf develop a common reform theory. That is to say both analyse the contradiction and the gap existing between Humboldt's theory which for a long time was applied as the dominant theory of the German University and the university in its reality, and they demand a fundamental reform based on this analysis. However, in doing so they maintain strorm the validity of Humboldt's traditional idea within the process of such a fundamental reform and they examine the present day direction of its institutional realization.In this paper the attempt is made to propose one theory and one viewpoint on university reform in contemporary West Germany centered around the the theory of these two men. In the first chapter Humboldt's idea of a unversity is examined once again, in the second chapter the gap between this concept and the situation of the West German university and the underlying cause of this gap is examined on the basis of the ideas of the two authors mentioned above, finally in third chapter the reform idea of new universities such as Bielefeld, and. Bochum is examined, together with the problem of how to evaluate positively Humboldt's idea within the context of modern university reform and the question of how the two theorists believe it should be concretely implemented institutionwise. The viewpoint of Schelsky and Dahrendorf present but one out of many views on the ideal of the university in contemporary West Germany, but in their positive attitude toward reform, and in their affort to accomplish a harmony between tradition and revolution, the meaning of this effort must be held in high esteem. Also judging fro the fact that their reform ideas are being implemented in some new universities, it can be predicted that their viewpoint will become effective as a powerful reform theory in the development of university reform in West Germany.

著者

尾形 利雄

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.1969, no.19, pp.70-74, 1969-05-15 (Released:2009-09-04)

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.1969, no.20, pp.1-17, 1969-10-15 (Released:2010-01-22)

参考文献数

26

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Humboldt, representative of the new humanism, approached the formation of man liberated from pre-modern social bonds from two sides : first under the aspect of individual formation (=Bildung) resulting from the interaction between man and his environment ; secondly by looking at the problem from the viewpoint of the education (=Erziehung) of the individual as a member of modern society thus raising the formation of the individual to the ideal of Menschheit. Humboldt was convinced that by studying the question of individual formation under those two aspects, it was possible to educate man as a constituent member of the human race while not isolating man from the individual and real development process. This paper attempts to clarify the modern meaning of Humboldt's theory of formation of man by examining the anthropological understanding of man which is the basis of this theory.His theory of the formation of man became a contributing factor in the theory which underlies modern public education in Germany.

著者

大内 長子

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.1969, no.20, pp.18-32, 1969-10-15 (Released:2010-05-07)

参考文献数

24

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Creativity consists in the healthy active nature of the human personality as such and the possibility to develop it is common to all men.The end of education is the development of creativity. Creative education consists in establishing a psychological bond between the creative educator and the educand, and on the basis of this, to draw out the creative potential which lies hidden within the child. However, many conditions exist which tend to obstruct this type of education.Such conditions are the education for examinations in a school-bound society, the perversion of structure and function of the school, a lack of creative mentality in the teacher, influence of ideas widely spread in society, demands of the industrial and vocational structures, and other factors connected with these obstructing conditions such as the mental structure of the Japanese and the peculiar nature of Japanese society.In order to carry out creative education while facing these obstacles, all the individual teacher can do is to accept the given situation actively and develop his own vision.

著者

三隅 義生

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.1969, no.20, pp.33-44, 1969-10-15 (Released:2010-01-22)

参考文献数

42

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“Education for reality” is the effort to form a real spiritual link between the subjective self and the objective other. In this case we must first criticize the phenomenological view of man which deals partially with only one side of reality. “Education for reality” is related to the traditional concept of education and must extend to the harmonious concept of man based on the Greek idea of the continuity of life.According to Würtenberg, reality is a cosmos and, at the same time, a chaos. This is the unscrutable dispersion and fulness of existence. In the midst of this man must continually reassert his self as a complete man (der Mensch). From this viewpoint “education towards reality” is the attempt to further the never completed task of spiritual creativity.

著者

辻 誠

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.1969, no.20, pp.45-56, 1969-10-15 (Released:2010-01-22)

参考文献数

44

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Man can by vital self-denial, control his instincts and sublimate them into cultural activity. But the spirit by itself has no power. In order to obtain at least a minimum measure of strength the instinct suppression must be added. However, the spirit does not first come into existence by instinct suppression. The spirit has autonomy and roots of its own.The spirit while dealing with the organism can evoke various forms of instinctive drives in order to accomplish things which the spirit desires. Instinct and spirit complement one another, and the end of human life is that, by vital self-denial, life may become spiritualized and spirit become vitalized.This goal can be accomplished only by practicing vital self-denial through occupation with ideals and value contents. Hence straight living and healthy development of life can be realized only when instincts are not forcibly, but naturally, controled. This must be done not by struggling directly against antivalue instinctive behaviour but by directing one's efforts towards a value-orientated goal. Hence the anthropological meaning of educational content consists among others in presenting to the child and the pupil value-orientated goals. If the will is applied to directly denying the instincts, the will is always going to accomplish the opposite of what it desires.

著者

長井 和雄

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.1969, no.20, pp.72-77, 1969-10-15 (Released:2009-09-04)

著者

平野 智美

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.1969, no.20, pp.79-91, 1969-10-15 (Released:2009-09-04)

著者

竹田 清夫

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.1968, no.18, pp.52-66, 1968-10-20 (Released:2009-09-04)

参考文献数

11

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Suggestions were made many times concerning the view that educational content must be centered on the structure of each teaching subject, and furthermore, that the course of studies of each subject must conform to the structure of each subject. However, several problems remain to be examined in this connection.Bruner maintains that the aim of education is the transmission and creation of culture and he directs his attention exclusively to the efficient skill and method by which this aim can be secured. Of course, these are also important factors, and the reputation of Bruner rests on the results of his research conducted along these lines. However, the problem facing educational curriculum since the beginning of the twentieth century has been precisely the realization that the transmission of culture as culture has not necessarily produced the ability to cope successfully with the problems posed by social life.Even the concept “Structure of a Subject” as such is not quite clear. The relation between the structure of a subject and the structure of a discipline and in addition, the structure of a discipline as such need de further examined.To take into account the structure of a subject in teaching little children implies taking a positive view on readiness. Here lies the value of Brvner. His research concerning skill and method, and skill and planning in teaching the structure of a subject under these suppositions deserves great attention.

著者

ゲオルク ガイスラー

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.1968, no.18, pp.67-85, 1968-10-20 (Released:2009-09-04)

参考文献数

6

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The strongest determining factor regarding the problem of peace is the power of politics. Peace in a political sense is maintained by the balance of power. The function of education in regard to peace is not as direct a one as the function of political power, rather it must advance to the level of a decisive reform of man as such.It is well known that Pestalozzi in his “Nachforschungen” describes the three conditions of mankind as the natural, social and moral. The modern relevance of Pestalozzi's educational thought lies in the fact that he did not neglect from a viewpoint of educational anthropology the natural condition of man. In particular he pointed out that the ideal of peace will remain on the level of a castle in the air unless it fulfils the natural needs.Furthermore we must go a step beyond understanding the educational anthropology of Pestalozzi and by theorizing realistically we must introduce concretely into education the problem of how to utilize for peace the abundant energy of youth as well as the problem of education for international mutual understanding. But in the last analysis, nurturing the desire for peace based on insight through human reason is of decisive importance. This is the insight that peace is of the utmost necessity in our modern times.

著者

杉谷 雅文

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.1968, no.18, pp.86-87, 1968-10-20 (Released:2009-09-04)

著者

木下 凉一

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.1969, no.19, pp.1-15, 1969-05-15 (Released:2009-09-04)

参考文献数

47

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Education is growth. The aim of education is nothing but further growth. The aim of education is the process of growth as such. Such and similar expressions indicate the characteristics of Dewey's educational thought. In such statements it is implied that education is not merely a preparation for the future but also values the process of living itself.Naturally this realisation requires of the life attitudes of the learning child something different from what has been traditional. His expression “the Copernican turn from a teacher-centered school to a child-centered school” refers to this change. It implies respect for the interior potentialities within the child. Thus when the meaning of the learning content is understood, the child can be expected to experience in his living a true joy in concentrating on the content of learning. This condition is what I would like to call “appreciation.” This appreciation is not simply identical with pleassure. Dewey expects an appreciation in which intellect, emotion and heart are all at work at once. The accumulation of appreciation creates within the child his characteristic tastes and interests. Taste and interest create further appreciation. No longer is there any separation between present and future, between theory and reality. This is at the same time the characteristic of Dewey's concept of growth.The examination of appreciation understood in this way, leads to a fuller understanding of the real meaning of Dewey's educational thought.