著者

西 勇

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.1972, no.25, pp.18-34, 1972-05-20 (Released:2010-01-22)

参考文献数

46

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It goes without saying that Litt's perspectivism presents an important problem in regard to the anthropology of human relations. This paper discusses how, through a process of thought formation, Litt's perspectivism as it is found in his book “The Individual and Society” (Individuum und Gemeinscheft ; third edition 1926), was developed into a system. Therefore this consideration has been limited to the area of the evolutionary-historical i-oblems of his perspectivism, and does not go so far as to offer a concrete explanation of his perspectivism.In opposition to Leibnitz's perspectivism Litt touches on two problems which are included in the perspectivism of the monadic solipsism of Leibnitz.Finally it is implied that Litt's perspectivism is not founded on a monadic view of man such as in Leibnitz's monadic theory, but that it is based on a dyadic view of man which seeks the essential determination of self in a mutual relation between I and Thou.

著者

田口 仁久

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.1972, no.25, pp.35-49, 1972-05-20 (Released:2009-09-04)

参考文献数

55

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J. S. Mill, one of the representative English thinkers, is at the same time an important figure in the history of education. His ethical philosophy was formulated after a spiritual crisis. The system was based on the idea that theatimate sanction of morality consists in the sentiment of man, especially in his altruistic social sentiments, as a result of this theory and of his understanding of English society, Mill was forced eventually to attach great importance to the cultivation of sentiments.Furthermore, Mill believed that social sentiments pan be nourished through the medium of the imagination. While regarding art education in general and culture of the sentiments as an effective means to that end, he valued poetry as the “better part” or as the “queen”, and thus he regarded poetry education as the most effective means for the cultivation of the sentiments.

著者

黒丸 正四郎

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.1972, no.25, pp.50-58, 1972-05-20 (Released:2009-09-04)

著者

赤井 浩一

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.1972, no.25, pp.59-63, 1972-05-20 (Released:2009-09-04)

参考文献数

7

著者

森田 孝

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.1972, no.25, pp.64-67, 1972-05-20 (Released:2009-09-04)

著者

高橋 憲一

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.1972, no.25, pp.68-71, 1972-05-20 (Released:2009-09-04)

著者

広島大学大学院生

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

vol.1972, no.25, pp.72-75, 1972-05-20 (Released:2009-09-04)

著者

山田 三雄

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.1971, no.24, pp.1-13, 1971-12-15 (Released:2009-09-04)

参考文献数

15

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In E. Cassirer's Philosophy of Symbolic Forms (Philosophie der symbolischen Formen) meaning constitutes reality in coexistence with the sensible.The symbolic act possesses three forms, i.e. expression, intuition and concept; the mythical as an act of expression comprehends reality as the world of quality. In contemporary intellectual life, the tendency of giving free rein to the mythical must be deplored However, the mythical as a means of expression for a child in its state of development opens up important research topics.

著者

佐々木 俊介

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.14-26, 1971-12-15 (Released:2009-09-04)

参考文献数

21

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In this paper an attempt is made to examine the sequence of various propositions in the pursuit of inquiry and thus to investigate patterns in the theory of inquiry in a more concrete form than was done in Dewey's “five phases”.Various propositions appear at the initial stage of inquiry because the problem can be clarified only by collecting data. In the following stage, the problem is stated in the form of a doubt expressed in a particular proposition, a singular proposition, a generic proposition and a universal proposition, thus determining the course of the subsequent inquiry to its conclusion. Once the problem has been established various tentative ways of solving it will present themselves ; these are sorted out by the disjunctive proposition and then examined one after another. During the process of examination the meaning of the hypothesis is inferred through the universal proposition and expressed in a hypothetical proposition. This is then related to reality to judge whether it is adequate ; if it turns out to be inadequate, it is returned to the point of the disjunctive proposition by means of a negative proposition. The same process is repeated until the answer is fond.

著者

原 聡介

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.27-42, 1971-12-15 (Released:2010-01-22)

参考文献数

34

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ヘルバルトが、特にフィヒテをやり玉にあげながら、そのIdealismusに対するRealismusを自己の理論的立場として明確化しようとしたことは周知のことである。そのことをもっともよく示すのはフィヒテの『ドイツ国民に告ぐ』 (1806-7) の批判としての『教育学とIdealismusとの関係について』 (1831-2) であるが、その他若干の作品を参考にして、ここでは、フィヒテの国民教育論にもひとつの解釈を与えながら、ヘルバルトの教育学のRealismusのありかたに立ち入ってみたい。そして、そのことを通じて、一般に近代教育思想におけるIdealismusとRealismusとの関係づけについて、若干の手がかりを得たいと思う。

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

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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

春山 浩司

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.1971, no.24, pp.59-74, 1971-12-15 (Released:2010-01-22)

参考文献数

35

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Locke has been chosen as an example of the consequences of the concept of “freedom in education” in the history of thought, for this is considered one of the most fundamental concepts in modern education. Because Locke treats the theory of freedom in various areas, it is first of all necessary to establish the viewpoint for arranging and analysing these areas. The two systems of coordinate axes of essential and functional freedom on the one side, and of individual and social freedom on the other, were determined. Furthermore, on the logical coordinate field resulting from the combination of these coordinate concepts various aspects of freedom, such as pedagogical freedom, epistomological freedom, religious freedom, civil freedom, are analysed and clarified as regards their fundamental nature. This analysis enables us to seek the meaning of freedom of education and visualize the essence of this concept. By way of conclusion it can be said that freedom according to Locke is a functional and individualistic type of freedom, and as a result freedom of education reflects social status presented in a twofold manner ; this freedom may be visualized as a double feedback of individual self-control and of restriction by state power. Furthermore it may be seen that Locke guaranteed the individual character of education by the thorough formation of the intellect through educational content.

著者

シュミット=コバルッキー W

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.75-88, 1971-12-15 (Released:2010-05-07)

参考文献数

32

著者

吉本 均

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.89-92, 1971-12-15 (Released:2009-09-04)

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1. The background of didactic researchAt present the interest in didactic research in educational circles of West Germany is increasing at an extraordinary rate ; the following points may be mentioned as background to this development : (a) The problem of the chasm and the spirit of rebellion between the traditional German didactic theory and the daily school practice, together with the self-reflection of German didactic theory on this situation.(b) The problem of how to stimulate and how to overcome the complacent mood in regard to educational practice within the schools.2. Models of didactic researchThe viewpoint and the situation of didactic research in West Germany can be judged by the fact that it is expressed in such terms as “from formation theory to cybernetics”.Hence as a matter of principle the following three research models can be distinguished : (a) The model of the communication theory(b) The model of the learning theory(c) The model of the formation theoryThus, the didactic theory in West Germany suffers intensely as it stands between the formation theory and cybernetics, between hermeneutic contiguity and learning goal taxonomy.

著者

久木 幸男

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.1971, no.24, pp.93-95, 1971-12-15 (Released:2009-09-04)

著者

千葉 泰爾

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.20-36, 1970-10-10 (Released:2010-01-22)

参考文献数

51

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The nature of philosophical expression in Kierkegard's works can in one word be characterised as being “subjunctive”. The reason is that the existential transmission aims at subjectively duplicating between the real subjects knowledge through the mediation of one's own reality. This is an appeal (Appell) which aims at real self becoming subjectively engaged and differs from transmitting directly an objective and fixed knowledge. The transmission, therefore, produces between two different deings this situation of appeal and aims at making the partner aware (aufmerksam zu machen) of reality. The center of this is the ethical transmission. This leads to bringing out the ethical potentiality hidden in the partner, and directs him in his effort toward realizing his own true self. The goal of the ethical transmission is the awakening of the existential pathos to prove one's own true nature, - this is the awakening towards individual existence.

著者

高橋 洸治

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.37-50, 1970-10-10 (Released:2009-09-04)

参考文献数

37

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The essential character of the spirit consists in its objectivity. Thet is, spirit is determined by the definite character of a person and thing or a situation. However, this objectivity presupposes intentionality. It is when things become the object of our conscience and ear determined in concrete that they obtain the quality of existence by resisting intentionality. By determining the object we determine ourselves. Hence, self-determination promotes associating with the world. It is the subjective and individual conscience which governs the union with this world giving true peace of heart and leads toward an elevation of one's self. The original nature of this individual conscience is not the interference of an absolute judge or an external authority, but rather the insight into what is the better value for one's self. Thus the conscience as the heart of the intentional self, coordinates the self as a whole.

著者

岡本 英明

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.1970, no.22, pp.51-63, 1970-10-10 (Released:2009-09-04)

参考文献数

25

著者

稲富 栄次郎

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.1970, no.22, pp.64-66, 1970-10-10 (Released:2009-09-04)

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.