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.

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.