文献一覧: 教育哲学会 (出版者)

The characteristic features of Pestalozzi's (1746-1827) concept of 'autonomy' are considered to be structurally speaking the three structural levels of economic autonomy, of legal or civic autonomy, and moral or internal autonomy, and internally speaking the harmonious development of the internal powers of man stemming from self-activity. This is the trust put into the spontaneity of human nature based on Leibniz' anthropology, and in this regard Pestalozzi follows the same line as Rousseau. Furthermore, autonomy according to Pestalozzi in the sense that it implies the potential condition of free self-determination it ressembles Kant's autonomy, on the other hand, because it is based on love rooted in faith, it differs from Kant's autonomy. In other words, starting from the negative education founded in an absolute and optimistic faith in nature (Rousseau), then standing on the rational will of moralizing man living in society (Kant), furthermore transcending this, too, a positive formation concept arises putting its hope in the purification of man as an organic whole by faith and love (Pestalozzi).

2021-01-30 21:41:00
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1 0 0 0 OA フレーベルとセザンヌ自然表現の解釈をめぐって

著者: 岸信行
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.55, pp.58-72, 1987-05-10 (Released:2010-05-07)
参考文献数: 62

To compare the educational philosopher Fr.Frobel (1782-1852) with the painter P.Césanne (1839-1906) may seem as unexpectedly presenting something new. But, while at first sight, the two seem to have nothing in common, in fact a very important simalarity between the ideas of both men can be discovered. They have in common that both recognize as a norm the original form of 'nature' and tried to express it as something meaningful through human life. The way of expressing was different, 'art' on the one hand and 'education' on the other; for Césanne the goal of expression was 'painting', for Frobel the expression and the interpretation of nature was the task of 'education', it may be said. In this paper the author examines the similarity of the thinking of both men focusing on their expression and interpretation of nature including an investigation of the origin of the ressmblance of their ideas.

2021-01-30 21:41:00
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1 0 0 0 OA 人間形成における対話に関する一考察

著者: 中井孝章
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.55, pp.73-86, 1987-05-10 (Released:2010-05-07)
参考文献数: 52

The purpose of this paper is to investigate the nature of dialogue (dia-logos) in educational practice form the phenomenological point of view. In learning topos, the occation on which creative dialogue develops between the teacher and the learner and between the learners themselves, lies within the 'hearing' process. 'Hearing' involves various steps. However, the teacher being all ear 'listening' to what the learner expresses out of his solitary problem awareness, is actually questioning the learner and at the same time, a process of creative dialogue starts when the teacher makes the learner express himself, thus stimulating the problem awareness of the leaner. In that sense, dialogue can be said to be an undertaking by which, without abandoning one's own indivisual nature, mutual positive self-assertion can be realised. Dialogue transcends the relative dimention of logos search (question and answer, talking to and response) -it arises rather from the radical topos making possible thus the logos search as such.