文献一覧: 教育哲学研究 (雑誌)

1 0 0 0 教育史研究の一視点:ジェイムズ・マルハーンの構想を中心に

著者: 片山清一
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.1967, no.16, pp.69-80, 1967

Educational history, in contrast to general history, is studied as a special history; but in the sense that it presents the history of education which as such has cultivated the human mind which in turn forms general history, it possesses also a universal scope clarifying the very foundations of general history. In that connection Christopher Dawson's view on education in his The Crisis of Western Education, is very revealing. Culture and education are inseparable, education, in fact, is “enculturation”. Hence, the extinction of educational tradition leads to the death of culture. When research in educational history is conducted taking education in this broad meaning, the distinction between factual history of education and the history of educational ideas becomes meaningless. But education in its development is constantly subject to actual conditions. According to James Mulhern, economic, religious, social and political factors in a real world exercise their influence on education. But these factors are outside of education and do not belong to its essence. Education being subject to these actual conditions, also has the power to transcend them and even to govern them. The reason is that the indispensable function of education is to pursue an ideal to be realised in the future. Education is a human activity carried on in the present world in order to make the heritage of the past useful for a time to come. It is exactly through education that man becomes truly man. But in the study of educational history, the educational ideal conceived at one particular period in the past is frequently overlooked. Or rather, the grasp of that ideal in terms of the material available is difficult. In the study of educational history the examination of various actual conditions which have a bearing on education is indispensable, but it is necessary to clarify how these conditions were dealt with by presenting ideals making for educational development. Only when carried out in this fashion will the study of educational history become a source of strength for the education of tomorrow.

2019-07-07 10:15:37
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1 0 0 0 ハンブルグ大学教育学科

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

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。

2019-06-14 00:45:16
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1 0 0 0 IR 研究状況報告近世教育思想史研究の方法と課題

著者: 山本正身河原国男
出版者: 教育哲学会
雑誌: 教育哲学研究 (ISSN:03873153)
巻号頁・発行日: no.99, pp.164-169, 2009

2019-05-16 19:52:45
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https://ci.nii.ac.jp/naid/40017126946

1 0 0 0 田端健人著『「詩の授業」の現象学』

著者: 藤井千春
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.2001, no.84, pp.131-136, 2001

この著は、著者・田端健人氏が、一九九八年九月に、東京大学大学院教育学研究科に提出した学位請求論文「ハイデッガーの詩作的思索による詩の授業の解明」を補筆・修正したものである、本著では、田端氏の研究テーマ、すなわち、詩や文学作品を教材とした国語の授業において、子どもは語句の意味調べや要約や印象的な鑑賞の次元を超えて、どのようにして作品と出会うのか、作品の世界を「共感的」に生きるとはどのようなことかという問題について、教育実践に基づき、個々の授業での子どもや教師の言葉や活動に即して具体的に究明することがめざされている。

2018-10-09 19:30:19
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1 0 0 0 <論文>ドイツ青年運動の「セクシュアリティ」問題に関する一考察 : 性教育思想との連関性を中心にして

著者: 小川哲哉
出版者: 学術雑誌目次速報データベース由来
雑誌: 教育哲学研究 (ISSN:03873153)
巻号頁・発行日: vol.83, pp.43-59, 2000

In der pädagogischen Forschung wird die deutsche Jugendbewegung als eine Bewegung der Jugend zur Selbsterziehung angesehen und neue Formen des Verhältnisses der beiden Geschlechter untereinander in der Jugendbewegung werden für wichtig gehalten. Obwohl das Sexualitätsproblem, vor allem im Bezug auf das Problem von Geschlechtskrankheiten bei einer pädagogischen Betrachtung der Jugendbewegung wichtig war, wurde es bisher nicht lebhaft diskutiert. In diesem Aufsatz wird festgestellt, daß sich die Jugendbewegung mit dem Sexualitätsproblem unter dem Einfluß der Sexualpädagogik jener Zeit, vor allem der abstinenzlerischen sexualpädagogischen Auffassungen F. W. Foersters, ernstlich befaßt hat. Die Hauptthese dieser Arbeit lautet, daß die Sexualitätsdiskussion in der deutschen Jugendbewegung eine Ambivalenz zur Folge hatte. Einerseits betätigten sich die Jugendlichen unter Berufung auf die Keuschheit im Sinne einer Lebensreform und hielten sich an sexuelle Abstinenz bis zur Eheschließung. Ihre Sexualmoral offnet den Weg für ein gleichberechtigtes Verhältnis der Geschlechter im Sinne einer Kameradschaft. Auf der anderen Seite vermieden die Jugendlichen, das Sexuelle offentlich zu diskutieren, so daß es als Privatsache betrachtet wurde, wenngleich die Jugendlichen das Sexuelle keineswegs ganz außer acht lassen konnten. Schließlich haben die Jugendlichen die Moglichkeit einer Losung des Sexualproblems selbst unterdrückt. Bisher wurde die deutsche Jugendbewegung für eine Bewegung von Jugendlichen zur Selbsterziehung, indem sie sich von den Erwachsenen emanzipierten, gehalten. In Wirklichkeit aber haben sich die Jugendlichen in Hinsicht auf das Sexualitätsproblem einer Selbstunterdrückung unterworfen.

2018-09-20 07:55:32
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1 0 0 0 ルソーにおける利己的情念と「人間の本源的善性」論

著者: 坂倉裕治
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: no.73, pp.51-64, 1996

Cet article se propose de réduire le décalage entre les recherches spécialisées et l'image commune concernant la pensée pédagogique de J. -J. Rousseau. On dit souvent que Rousseau, confiant en "la bonnté originelle" de l'enfant, se fait l'apôtre d'une "éducation négative", qui exclut les pressions et les directive par les adultes. D'autre part, des spécialistes insistent sur le fait que la volonté de l'élève est sous l'emprise du gouverneur omnipuissant dans l'Emile. Nous pensons que cette lecture commune surestime l'argument de "la bonté originelle". Pour démontrer cet argument, Rousseau distingue "l'amour de soi" absolument bon et naturel d'avec "l'amour-propre", forme modifiée ou dépravée du premier. On interprète souvent "l'amour de soi" comme le principe de toute léducation d'Emile. Il faut remarquer cependant que "l'amour-propre" peut être investi de valeurs positives chez Rousseau. En ôtant toutes les relations artificielles acquise dans la société pour introduire "l'amour-de soi" comme une forme spéciale de "l'amour-propre", Rousseau critique les jus-naturealistes modernes qui approuvent les passions interéssées et les théologiens qui nient l'amour-propre par l'invocation du péché originel; les uns et les autres coucluent, par une route opposée, que la société telle qu'elle est est nécessaire, soit pour satisfaire les désirs humains, soit pour maintenir l'ordre social. Cette critique qui se fonde sur "la bonté originelle", n'est qu'un préparatif pour "la vraie éducation" qui envisage de faire former uc nouveau par l'élève des relations convenables avec les autres êtres selon le développement de ses facultés.

2018-04-17 00:04:59
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1 0 0 0 音楽教育における身体観の再検討:環境音楽と「音の教育」を手がかりにして

著者: 中井孝章
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: no.63, pp.80-93, 1991

This paper grapples with the problem of how two contradictory trends, i.e. sound education and training by 'correct' listening through the school subject of music on the one hand, and the training of bodily and time-sense discipline through noise such as chimes on the other hand, can exist side by side; it is attempted to develop a reform of the repression of body feeling resulting from this problem by searching for a feature sound scenery of the child and its systematization through environmental music. Looking at it from the angle of listening, the way of listening as music appreciation ressembling the setting of a concert hall, is repressive as it is limited to the activation of only some particular organ (hearing) of the body whereas a sound scenery created by music performed by children in a life-like setting, symbolized as 'the mystery of sound' creates every time with acuteness in the body sensation a feature of sound. The systematic grasp of the feature world of sound admitting unlimited possibilities for change, constitutes environmental music and forms the prototype of music. It turns the listener to exploratory listening by its characteristic feature of forming non-dailiness (the effect of 'dissimilation') enabling him to re-appraise anew radically the accustomed life environment. Constructing 'sound education' based on environmental music also in music practice, and revealing contradictory sound education and training is being demanded.

2017-11-08 14:15:22
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1 0 0 0 笑うキルケゴールのニヒリズム:コーヒーと散歩と実存とわたし

著者: 山内清郎
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: no.94, pp.91-97, 2006

2017-09-23 20:47:54
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1 0 0 0 フモリスト的覚醒的教師としてのキルケゴール:仮名著者ヨハンネス・クリマクスの語りから

著者: 山内清郎
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: no.90, pp.1-19, 2004

This paper explores an aspect of Søren Kierkegaard as a humoristic awakening teacher. In the theory of education, Kierkegaard has been well known as an existential thinker. The concepts of 'awakening' and 'subjective decision' are considered to be unique to Kierkegaard. A good deal of effort has been made to clarify the relation of educational theory and existential philosophy, a topic which is not ours here. Our concern is with the examination of the performative role that Kierkegaard intends to play in front of his audience. Kierkegaard describes himself as a humorist in his Concluding Unscientific Postscript to Philosophical Fragments, whose author is Johannes Climacus (one of Kierkegaard's pseudonyms). The question here is if we have not often overlooked the fact that the text is written by a humorist. Have we paid due attention to the nuances and atmospheres of the narrative of Climacus? To begin with, we have to inquire into the meaning of "misunderstanding" which Kierkegaard thinks as one of his main themes all through his authorship. A great deal of misunderstanding in his age has made it necessary for Kierkegaard to adopt pseudonymous authorship and to communicate in an experimental form of a humorist. Then, a detailed analysis of Climacus' humoristic narrative illustrates four features of a humorist : (1) continually to join the conception of God together with something else and to bring out contradictions; (2) not to relate himself to God in religious passion; (3) to change himself into a jesting and yet profound transition area for all the transactions; (4) to renounce the concordance of joys that go with having an opinion and always to dance lightly. Lastly, it seems reasonable to suppose that Climacus' usage of "existence" is far from that of a conventional context of existential philosophy. This view on humoristic style of Climacus' narrative should throw new light on the relation between educational theory and Kierkegaard.

2017-09-23 18:07:40
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1 0 0 0 トマス・アクィナスにおける「知識の獲得」の構造

著者: 三上茂
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: no.15, pp.19-33, 1967

The purpose of this paper is to expound Thomas Aquinas's theory of 'the acquisition of knowledge' (acquisitio scientiae), paying particular attention to his treatise on a teacher, De Magistro. Thomas gives two things as the prerequisites for the acquisition of knowledg -'the light of active intellect' (lumen intellectus agentis) and 'principles' (principia)- and discusses them in relation to the 'pre-existing knowledge' (scientia prae-existens). But this pre-existence is not to be regarded as suggesting precedencei n time; rather, we should interpret it in logical terms. On the other hand, Thomas maintains that the acquisition of knowledge is made by two means, that is, 'discovery' (inventio) and 'learning through training' (disciplina). This implies that teachers and students belong to a same order in a sense, while in the other sense they are at different stages. By making this point clear, Thomas definitely gives a teacher his proper place in his relationship to the students as well as to the process of the acquisition of knowledge.

2017-07-29 19:22:20
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1 0 0 0 J・S・ミルの感情教育論

著者: 田口仁久
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: no.25, pp.35-49, 1972

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.

2015-07-12 04:50:53
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1 0 0 0 J・S・ミルにおける功利主義と教育思想の関係

著者: 高宮正貴
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: no.95, pp.51-70, 2007

The purpose of this paper is to clarify the relationship between J. S. Mill's utilitarianism and his educational thought. For Mill, utilitarianism must ground educational thought so long as it shows the purpose of human life. The following points will be discussed in this paper. 1. The feature of Mill's utilitarianism is to introduce not only the first principle, "the Greatest happiness principle, " but also "secondary principles" such as liberty and virtue. Each "secondary principle" has its own priority unless it conflicts with each other. Education and instruction are regarded as "secondary principles" as they enable people to learn the tendencies of actions. Education restricts the application of "the principle of liberty, " which is one of the "secondary principles." "The principle of liberty" affirms the liberty of "self-regarding" action, but nonage and children, who cannot act rationally, are not qualified to be endowed with this liberty. 2. According to Mill, utilitarianism requires moral education for its realization and justification. This moral education must be conducted by developing one's own individuality. The purpose of this moral education can be accomplished not only by providing systematic education, but also by using the forces of social institutions, public opinions, and religion.