著者

菅井 保

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.1985, no.52, pp.71-74, 1985-11-10 (Released:2009-09-04)

参考文献数

1

著者

高橋 美恵子

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.1985, no.52, pp.74-77, 1985-11-10 (Released:2009-09-04)

参考文献数

4

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.1985, no.52, pp.78-81, 1985-11-10 (Released:2009-09-04)

著者

鈴木 美南子

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.1985, no.52, pp.81-84, 1985-11-10 (Released:2009-09-04)

著者

大塚 惠一

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.1985, no.51, pp.42-55, 1985-05-10 (Released:2009-09-04)

参考文献数

46

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As to the content, this paper follows up the “Dialogue' and the Task of Human Formation-in its relation to 'dialogue toward' and 'dialogue through” published in Nr. 41 (1980) of the “Studies in the Philosophy of Education.”. As a continuation of those former studies and advancing considerations aiming at the formation of a theory, this paper is based once again on the practice research forming the fundamental theme of 'learning through dialogic thinking' in one particular primary school examined also in the former paper, studying the function of the pedagogical method principle involved in the dialogue as 'dialogue through'. At the same time, as in the former paper, this is another attempt of verification of the theory of 'education toward dialogue' of Prof. 0. F. Bollnow of Tübingen University in West Germany.

著者

松浦 良充

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.1985, no.51, pp.56-70, 1985-05-10 (Released:2010-01-22)

参考文献数

53

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The purpose of this paper is to examine and clarify the meaning of the concept of 'freedom' in the philosophy of liberal education of Robert M. Hutchins.The term 'freedom' is always a controversial concept in regard to many contemporary problems of education. This is due to the ambiguity of its meaning. Hence, this paper as a kind of case study, tries to examine and to readjust this controversial concept by taking as an example Hutchins' concept of 'liberal' education.The logical structure of Hutchins' theory of liberal education includes the following three theses1. Liberal education was originally (in ancient Greece) the education suited to free men who were political rulers.2. At present, universal suffrage, the foundation of democracy, makes every man a ruler; industry garantees everybody leisure, hence every man can become a free man.3. Consequently at our time liberal education is the education for all men.Furthermore, this paper examines the above-mentioned concepts of 'liberal' educationand '

著者

原 弘己

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.1985, no.51, pp.71-83, 1985-05-10 (Released:2010-01-22)

参考文献数

49

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As is clear from H. Nohl's lecture “Theliving Herbart” (Der lebendige Herbart), Herbart's pedagogy is recently being re-evalued. As another attempt of re-evaluation, attention in this paper is phocused on the starting point of Herbart's pedagogy. This starting point is to be found especially in the works of the young Herbart, particularly in his experiences as a family tutor. There Herbart believed the direct and close relation between educator and child to be of utmost importance and maintained that this relation was to be established through mutual trust. In this paper I would like to re-capture the framework of Herbart's systematic theory of education from the viewpoint of the relation of educator and child on this level.

著者

谷川 彰英

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.1985, no.51, pp.84-85, 1985-05-10 (Released:2009-09-04)

著者

岡田 典夫

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.1985, no.51, pp.86-89, 1985-05-10 (Released:2009-09-04)

参考文献数

6

著者

杉浦 宏

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.1985, no.51, pp.90-93, 1985-05-10 (Released:2009-09-04)

著者

早川 操

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.1985, no.52, pp.1-15, 1985-11-10 (Released:2009-09-04)

参考文献数

38

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The main theme of this study is that John Dewey's theory of “social inquiry” can be one of the philosophical foundations upon which a theory of life-long education may be built.First, in order to demonstrate this point, the relationship between education and social inquiry is explored. The connecting link between the two is the idea of “mutual growth” which is also the essence of life-long education.Second, the nature of “coinquirer” is discussed with reference to the function of a face-to-face relationship. This discussion leads to the clarification of the unique nature of a unified self which is created through the cooperative function of choice, decision, and sympathy in the process of social inquiry.Third, the idea of a learning society is examined as a matrix through which mutual growth of coninquirers is promoted. This examination includes a compara-tive analysis of Dewey's idea of a community of inquiry and the ideas of a learning society proposed by Hutchins and the Carnegie Commission.The conclusion is that continuous social inquiry, which aims at the enrichment of one' system of meanings, is an effective method to secure and promote life-long, mutual growth in a learning society.

著者

宇野 美恵子

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.1985, no.52, pp.16-29, 1985-11-10 (Released:2009-09-04)

参考文献数

52

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Entarô Noguchi (1868-1941) who is well known as a pioneer in the Taisho New Education Movement, especially as principal of the Himeji Normal School and Ikebukuro Children's Village elementary school shows us one of the typical ideas of that movement.He was brought up in the ethical climate of contemporary popular traditional culture, i. e. Buddhism (Jôdo Shinshu) and practical interpretation of Confucianism (Yang-ming school) based on religious and moral feeling of Shinto. After graduating from the Tokyo Higher Normal School, he became the principal of the Normal School of Himeji Prefecture.While in Tokyo, he was strongly influenced by “The Manual of Ethics” of John Stuart Mackenzie (1860-1935) who was an English moral philosopher of the New-Kant School. Under his influence he endeavoured to clarify the educational thought of pursuing that intuitive aspect of rationality which is commonly termed 'right reason' in the doctrine of Natural Law. At the same time, he also studied more naturlistic and experimental theories of contemporary western and American educational thought, on the basis of his traditional Japanese naturalism.The method pursued in this study is to analyze his texts, interpreting the meaning of Noguchi's educational thought and outlook as well as his historical significance and his problems, especially by concentrating on his concepts of nature and personality.

著者

俵木 浩太郎

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.1985, no.52, pp.30-42, 1985-11-10 (Released:2009-09-04)

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The author tries to elucidate the meaning of Jesus' paradoxical teaching 'unless you turn and become like children, you will never enter the kingdom of heaven.Though an analogy like 'child' can have various connotations, the author singles out an aspect that children are pure and sincere in their wrath. However, the treatment of wrath as a psychological fact can differ from one culture to another. In Japan where paternalistic ideology has been dominant historically, patience and obedience are highly valued and wrath tends to be regarded as a vice per se, partly similar to old Jewish society. In classical Greece, on the other hand, wrath seems to have been recognised as something natural for human beings. In order to support this view the author refers to the wrath of Achilles and to the Aristotelian explana-tion of anger. (Nic.Eth. IV, v).Taking this difference into consideration, one can interpret Jesus' indignation in the temple of Jerusalem as a paradigmatic case of being like a child in the teaching of Jesus. This interpretation reminds one of Dostoevsky's novels The Brothers Karamazov in which a pure and tense wrath of a child and his death play an important role. There wrath is sympathetically understood by Alyosha, the youngest of the brothers who seems to be a personification of an ideal educator and friend of the young invented by the novelist. The author suggests that this novel can be interpreted as Dostoevsky's attempt to explain the teaching of Jesus.By way of conclusion the author proposes to interpret wrath of children as a symptom of their drive to grow. Thus, adults can arrive at a better understanding of what children are like and support children' vigorous growth.

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.1985, no.51, pp.5-9, 1985-05-10 (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.1985, no.51, pp.9-12, 1985-05-10 (Released:2009-09-04)

著者

松川 成夫

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.1985, no.51, pp.13-16, 1985-05-10 (Released:2009-09-04)

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「今日の豊かさから生ずる問題を教育はいかに克服するか」という主題についての私の提案の要旨は、以下の通りである。豊かさは人間の生活にとって必要である。つまり、人間がひとりの自由な人格として成長するためには、一定のものを自分のものとして所有していることが必要なのである。ところがそれをどのように用いるかで問題の様相が大きく変ってくる。この点で、教育が関わる面がきわめて重要となる。このような観点から主題について考察を進めたい。

著者

田浦 武雄 金子 光男

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.1985, no.51, pp.17-20, 1985-05-10 (Released:2009-09-04)

著者

宮崎 俊明

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.1985, no.51, pp.21-25, 1985-05-10 (Released:2009-09-04)

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ヘーゲルはその『歴史哲学』で思推をこととする哲学と所与の事実につく歴史を対比し、「哲学の仕事は歴史の研究には矛盾するように思える」としたが、今回与えられた課題の「研究」、「哲学的」、「歴史的」をどう把えるかの差で「接点」を求める方向も異なるだろう。哲学的、歴史的な全体性や理性、さらにはそこでの批判、反省、形成の理論-実践問題は、科学理論や教育学の基礎問題となろうし、ここ十余年、理論的批判性の欠落、実践的解放性の貧困、イデオロギーによる汚染、科学主義という実体化された物象化といった論議があり、教育学場面ではより積極的に、忘却された文化連関の回復、教育的日常の発掘などが課題とされている。以下では、これらに係わる事実をまずペスタロッチとその研究で確認し、そのあと現代西独にみられる教育学論議をふまえて基本線の試みを略述したい。

著者

俵木 浩太郎

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.1985, no.51, pp.25-28, 1985-05-10 (Released:2009-09-04)

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およそ哲学は概念そのものを問うという知的作業を欠くことができない。と同時にいかなる概念も歴史の所産という面をもつことを免れがたい、とすれば、教育にかかわる諸概念の解明に努めんとするかぎりでの教育哲学も、歴史への配慮を欠きえないことになる。かくして「教育研究における哲学的アプローチと歴史的アプローチの接点」は求められて然るべきものとなる。にもかかわらず、とくに教育研究においてはその接点を求める上でつぎの難点が存在する。第一は教育が人を変化・成長する過程における存在として把握することを求めるものであるのにたいし、哲学が伝統的に取扱いなれているのは名詞、形容詞で示されるような固定的、静的概念である、という点である。第二は人間形成を歴史の流れのうちでとらえようとするとき、経済史における貨幣、法制史における実定法といった鍵概念の具体性に匹敵する具体的鍵概念を見出しにくい、という点である。こうした難点をともかくも意識しつつ以下に接点探究の一つの試みを示す。

著者

毛利 陽太郎

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.1985, no.51, pp.29-32, 1985-05-10 (Released:2009-09-04)