著者

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.1968, no.18, pp.14-33, 1968-10-20 (Released:2009-09-04)

参考文献数

23

---

According to Russell the aim of education is the important task of improving human nature and by doing so to reform society. However, in fact, education is frequently used by political power and the child is easily turned into a tool for political purposes. Russell called this “education as a political weapon” and analysed the structure of nationalism hidden therein. Indeed, nationalism is of a hostile and bellicose nature and includes a religious factor instilling in the hearts of people a wrong kind of patriotism. He purifies nationalism and on the basis of a cultural viewpoint favors a liberal education (education for freedom) to counteract political power and he stresses strongly the formation of a critical spirit which is able to distinguish clearly right from wrong. Here his ideal image of man is formed against the background of intelligence based on vitality. At this time of trying ordeals, only from what Russell callead “Education which makes man sane” can we expect that man will be delivered from his insanity, recover his former self and be able to build a new society.

著者

市村 尚久

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.1968, no.18, pp.34-51, 1968-10-20 (Released:2009-09-04)

参考文献数

66

---

Emerson appeared on the scene of American social and cultural history not as a representative of educational philosophy but as a great thinker of the New England school of transcendental thought. While he is the author of an essay “Education”, the foundations of his thought must be sought in the development of his ideas which are to be found in his representative works as a philospher of transcendentalism and are incorporated in his books “Nature”, “The American Scholar”, “Spiritual Laws”, “Self-Reliance”, “Over-Soul”, etc. Hence in this paper we shall clarify the methodological characteristics of Emerson's way of thinking in terms of Emerson's thought in general, i. e. his “intuition”. Furthermore the investigation starts by examining the way in which he interprets “nature”. We have tried to clarify the nature of the goal and method of education of “Man” in Emerson's thought, using as an approach to this problem his educational philosophy as it is by way of conclusion expressed in his “Education”. In doing so we have always endeavoured to discuss the problem within the framework of Emerson's system of thought as a whole. While proceeding on the road of an integrated study of Emerson's educational thought we were able to indicate some problems which still wait for a solution, such as; the influence on Emerson's thought by Russell, Pestalozzi etc. ; the roll Emerson's thought played in the development of “The New Education” based on the principle of pragmatism etc.

著者

鈴木 慎一

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.15-35, 1967-10-10 (Released:2010-05-07)

参考文献数

43

---

Various plans for reforming and streamlining the system of secondary education in England carried out on the basis of the Butler Act since the forties must be evaluated within the framework of the British type of welfare state structure. Appraising from this viewpoint the entire educational process as tripartite, i. e. consisting of three continuous successive stages, it may be said that secondary education was opened to the people and an equitable distribution of educational opportunity was accomplished at a much higher rate than thirty and more years ago. But when one analyzes the present condition of “English Tripartitism”, in the sense that secondary education institutions were typified into three tracks, the consequences seem rather problematic.In a state which is planned as a welfare state, it is necessary that the potentialities of the social group are safeguarded in their variety and that within the relation, “planned-state - equal-society”, the individual realizes clearly the object of his loyalty. However in the real situation of the secondary school education system called “English Tripatitism”, the results in this respect are rather negative. By way of contrast it is thought that the comprehensive school planned and practised as a measure of critique on the “English Tripartitism”, aims at bringing about a balance between educational values properly speaking and social and economic values and as such possesses a much higher meaning.However the problem is not yet completely solved. “Streaming” remains as ever the internal principle of the comprehensive school and it does not look as if the true nature of ability in connection with excellence were clearly grasped. It appears as a proof for this statement that within the differentiated plan introduced in the comprehensive school, the “11-plus” had been simply exchanged for the “13-plus”.Fundamental problems in connection with an ideal of secondary education arise from reflection on the position of the individual determined by the comprehensive principle of a welfare state and from the search for a new concept of loyalty which renders possible both the social and economic function of the individual and the all around development of character. The various resulting problems concerning the secondary education reform in Great Britain seem to stem ultimately from the fact that the problems of the relationship between man and technology, between man and the system which forms the basis of the solution of these problems have not yet been sufficiently studied and solved.

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.1967, no.16, pp.36-47, 1967-10-10 (Released:2009-09-04)

参考文献数

22

---

The statement, “All men are equal” is neither the expression of a simple, intuitive truth, nor an empirical generalisation, nor is it an emotional expression of the oppressed. As one possible approach to the complex area of equality in education, the author by means of an analysis of the concept of equality has first examined the problem of justification of the principle of equality expressed by the general imperative, “Equals are treated equally, unequals unequally”. Through the clarification of the logical characteristics of this general imperative, he has attempted to arrange properly the various points at issue brought up in the discussion of this complex problem area and to connect them with various other principles.Especially in regard to the practical side of the problem of the principle of equality arising when it appears in the form of the equality of educational opportunity, attention was paid to recent trends in the educational world of America and England; by way of conclusion it was demonstrated that the problem of equality in education as formation of man, must be studied in the broader context of all the various principles which make man a human being.

著者

ヴォルフガング ライン

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.48-68, 1967-10-10 (Released:2009-09-04)

参考文献数

66

---

Only a few years ago it seemed that a basic refom of the “Humboldt-University” was not to be expected. The idea of the traditional German University seemed able even in our modern technico-scientific society to hold its own as the guiding pattern for the modern university. Although the Wissenschaftsrat, founded in 1957, neither was nor was it originally intended to be a central university reform agency, however, its publications did much to reactivate the reform discussions which had bogged down in the sixties.The “Recommendations” of 1960 aimed mainly at consolidation of research-and training capacity in the universities, and thus tried to cope with both the sudden great increase in student numbers (“onslaught of the masses”) and the demands for the reorganisation of scientific research. The “Suggestions” of 1962 go beyond those of 1960 by pointing out new possible ways, without, however, infringing upon the leading principles of the traditional concept of the university.Only the “Recommendations” of 1966 (New Regulation of University Study) show a rather unexpectedly radical change of mind on the part of the Wissenschaftsrat with regard to the reform of the universities. As the heated discussion, which has been provoked by these “Recommendations” unmistakingly makes clear, it is no longer a matter of merely minor modifications of the old ideal, but the idea of the “Humboldt-University” itself is in question - and on the part of the Wissenschaftsrat has been as an outdated dream rejected. According to the Wissenschaftsrat's new conception, most of the students would be excluded from direct participation in research, freedom of learning would be noticeably cut down, and thus, the primary aim of the traditional university - the education of human personality through encounter with scientific work, within the realm of freedom - would be largely impaired.The final decision as to whether or not this new conception as a whole will succeed in practice still depends on the largely autonomous university faculties. Nevertheless, in the face of continual increase of student enrolment, it seems to my mind most likely indeed, that the “radical” solution brought forward by the Wissenschaftsrat - if handled with due precaution - will on the whole prove to be the only possible alternative for the German university.

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, 1967-10-10 (Released:2009-09-04)

参考文献数

22

---

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.

著者

小林 博英

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.1967, no.16, pp.81-86, 1967-10-10 (Released:2009-09-04)

参考文献数

13

著者

馬場 将光

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.86-89, 1967-10-10 (Released:2009-09-04)

著者

西頭 三雄児

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.1968, no.17, pp.1-12, 1968-05-20 (Released:2010-05-07)

参考文献数

55

---

The purpose of this paper is to clarify the characteristics of the educational theory of the older Natorp by analyzing the meaning of “insight” which forms the ultimate principle of his philosophy of education.Hence the origin and development of his concept of “insight” which he first organized into a system during the latter period of his philosophical thinking is examined and at the same time the particular nature of his principle of “insight” is clarified by connecting it with his principles of “society” and “work”.Next, from the originality discovered in his principle of insight, we have summarized the characteristics of his later educational thought under two viewpoints : 1. First his educational philosophy is constructed in relation to a reform of real society. Under this aspect his educational thought is close to the educational thought of Pestalozzi and Plato rather than Kantian.2. We point out the dialectical nature of his systematization of pedagogy and make it clear that this is Platonic rather than Hegelian.

著者

クラウス ルーメル

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.1966, no.14, pp.56-88, 1966 (Released:2010-01-22)

参考文献数

57

---

Three school laws in East Germany form the landmarks of educational reform in this part of Germany. The first, the “Gesetz zur Demokratisierung der deutschen Schule, ” was passed in 1946, the second, the “Gesetz über die sozialistische Entwicklung des Schulwesens” in 1959 and the third, the “Gesetz über das einheitliche sozialistische Bildungswesen” in 1965. The educational reform thus initiated is based on the philosophy of dialectical materialism (“ Diamat ”) and aims progressively at the more perfect realisation of the “socialist man” by means of the educational system. The philosophical principles underlying the educational reform are reflected in the curriculum, in the school organisation and administration.The article compares the philosophy underlying educational reform in East Germany to that underlying the reform in West Germany. Contrary to the ideological uniformity which characterizes the reform in the East, in the West the pluralism of differing “Weltanschauung” is not affected by the reform. The philosophical principle on which reform is based in the West is that of freedom and tolerance as the most fundamental endowment of man. As in the East the uniform ideology produces a uniform system of education, likewise in the West the pluralistic trend in philosophic thought results in an educational system which is rich in variety and does not attempt to force any one particular pattern of thought on the young. While refraining from any type of indoctrination, the schools in West Germany do, however, favor de facto the spirit of Christian Humanism, or what is understood to be in the mind of educational reformers in West Germany the cultural heritage of the occident. (“das kulturelle Erbe des Abendlands”)

著者

石井 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.1967, no.15, pp.1-18, 1967-04-25 (Released:2009-09-04)

参考文献数

25

---

(1) The achievements of the recent studies of the New Testament have shown that it is after all possible, though still with some reservations, to approach 'the historical Jesus'. Among his historical activities was included a duty or function as a teacher.(2) Jesus had an aspect as an 'Israelite rabbi', he was 'one sent from God' to teach, and to lead people to, 'the way of God' and 'the way of Truth'.(3) His mission was that of the 'final teacher'; that is, 'the teacher of Truth' and 'the teacher of Righteousness' entrusted with the mission of the final revelation.(4) Jesus was, in that capacity, 'the witness of Truth' and 'the channel of Truth'.(5) A symbolic figure most appropriate to show his duty as a teache is that of a shepherd. There are several implications in this figure; (a) one who leads people to Life ane Truth; (b) a shepherd who endlessly lowers himself to seek after and bring back a lost sheep; (c) one who sacrifices even his own life for the sake of his herd; (d) the shepherd and his sheep are united with each other in trust and understanding -he knows them, and they listen to his voice and follow him in confidence and love.

著者

三上 茂

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.15, pp.19-33, 1967-04-25 (Released:2009-09-04)

参考文献数

94

---

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.

著者

西村 皓

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.15, pp.34-49, 1967-04-25 (Released:2010-01-22)

参考文献数

27

---

Existentialism is essentially an expression of a spiritual movement originating in a deep doubt and reflection upon the modern predicament of man. The radically new idea of man it presents is often fundamentally contradictory to traditional interpretations of human nature, and it compels us to reexamine our own view of humanity in a completely new light. Naturally it also comples us to reconsider our whole conception of the meaning and purpose of education.But what is usually called under the vague name of 'existentialism' is not a single, unified system or school of thought; it is in fact a group of divergent types of thinkers, common in some respects, but in other aspects sometimes widely different from each other. Indeed here is included even such an attitude as denies the very possibility of education. None the less, considering the importance of existentialism in the modern intellectual world, we cannot, and should not, evade the task of examining whether, and in what respects, existentialialism can have positive bearings upon educational ideas. To attempt to consider this problem is the purpose of this article.

著者

朝倉 哲夫

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.1967, no.15, pp.50-64, 1967-04-25 (Released:2010-01-22)

参考文献数

42

---

There are two aims in this article.The first is to examine the significance of Karl Jaspers's 'philosophy of communication' in the context of the European intellectual tradition. According to Jaspers, the crisis of the modern existence is due to the disintegration of the dualistic principle which has been the basis of the whole European thought and culture. That is to say, European philosophy has relied upon the balance or harmonious tension between dualistic, complementary values, such as earthly and unearthly, infinite and finite, active and passive, personal and impersonal, and so forth. But the increasing denial of the latter values of these couples and unrestrained affirmation of the formers has resulted in the present crisis. The signficance of Jaspers's philosophy of communicanion, based on the recognition of the 'boundary' or 'extreme situation' (Grenzsituation), lies in the point that it successfully restores the lost harmony between these dualities.The second purpose of the paper is to consider the significance of human education in the boundary situation. The true recognition of this situation will enable us to grasp the real, existentialistic condition of man; that is, the definition of man as a being that, from its own nature, seeks for the 'communication' with the supernatural. Such grasp of human nature alone can make it possible for each existence to establish, instead of a merely objective and superficial relationship, a really subjective, personal and meaningful communication or encounter between themselves.

著者

小笠原 道雄

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.1967, no.15, pp.65-76, 1967-04-25 (Released:2009-09-04)

参考文献数

39

---

In his Self-Understanding of Pedagogical Science in the Present Age (Das Selbstverständnis der Erziehungswissenschaft in der Gegenwart, 1958), Wilhelm Flitner has defined the fundamental characteristic of pedagogy as science as 'hermeneutic and pragmatic'. This attitude maybe interpreted as belonging to that of so-called 'world in-between' (Zwischen-welt), where the factual empirical is so to speak, dialectically united with the theoretical and dogmatic.It seems that this definition, in spite of many problematic points it contains, is rapidly gaining ground in Germany, and becoming a well-established concept. However, although Flintner himself has repeatedly warned its danger, the lack of proper understanding and due caution in applying this concept to the actual procedure has given rise to various difficulties or confusions in the study of pedagogy. Therefore, we should examine, first, the fundamental principles of this theory, and secondly, where its problems or dangers are found.The content of the paper may be summarized under following items; (1) the general examination; (2) Döpverwalt's criticism of Flitner; (3) the discussion of the 'pedagogical responsibility' (die Pädagogische Verantwortung) as an important factor in the 'world in-between'; and (4) Werner Linke's criticism of Flitner's theory, together with the problems lying in the criticism.

著者

石 三次郎

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.1966, no.13, pp.18-34, 1966-05-01 (Released:2009-09-04)

参考文献数

14

---

The definion of a teacher and his proper task is not one and the same in all places and in all times; different societies in different ages demand different definitions. As the human society grows increasingly civilized, the structure of society and the set of values underlying it accordingly undergo certain changes, and these changes in turn ask for the modification of the idea about the nature and significance of a teacher's work. What has brought about the successive evolutions of educational ideals from the Ancient times, through the Middle Ages, to the modern times, is after all nothing but the development of human civilization in general. In short, the fundamental factor determining a particular type of the conception of a teacher's work is the system of values presupposed in a particular society.Now what should be our own definition of a teacher and his work in this democratic society? Some answer that a teacher is a ladourer in the same sense that a factory-worker is one. Some think that he is a specialist, an expert in the technique of education. According to others he is simply an employee, and there is even such people as assert that he is a craftmen. Perhaps we have to say as the true definition that his work is a highly specialized work that is expected to fulfill a widely social and cultural function. In this sense a teacher's profession belongs to the same category as those of a lawyer or a doctor. Besides, his task is very unique to the extent that it can never substituted by any other profession.The purpose of this article is to show the theoretical bases of this uniqueness of a teacher's work and to demonstrate the position he occupies and the duty he is to fulfill in this democratic society of ours.

著者

朝倉 哲夫

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.1966, no.13, pp.35-50, 1966-05-01 (Released:2010-01-22)

参考文献数

32

---

Our age may be said to be eminently paradoxical. There has been no age when humanistic values are so noisily advocated and at the same time so grievously neglected. No age has seen the ideal of harmonious perfection of individual personality so vigorously upheld and at the same time so calmly ignored. Various causes of this paradoxical situation may be enumerated, but the following three are to be listed as the most significant ones : 1. the emptiness of spiritual life, the loss of some definite and positive system of values of the Japanese people since the end of the war, 2. dehumanizing effects of mechanistic mass-society which is now the reality in modern Japan, and 3. the false conception of humanity inherent in pragmatism on the one hand and Marxism on the other, which exercised predominant influence upon the intellectual climate of the post-war Japan, including the educational circle. Especially noteworthy is the third factor, namely the idea of man proposed by pragmatism and Marxism, which, in spite of their professedly humanitarian assertions, in effect aggravated the dehumanizing tendency, The conclusion propounded after these considerations is that an existentialistic view of man firmly based upon Christian conception of human nature is the idea of humanity most needed in this 'paradoxical' age of ours.

著者

高野 兼吉

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.1966, no.13, pp.51-70, 1966-05-01 (Released:2009-09-04)

参考文献数

28

---

Thinking' is obviously essential and indispensable to education. A great many schools in the nation put forward as their principal aim in education the training of the pupils to think for themselves actively and independently. But in fact neither the philosophical basis nor the systematic method of the training of this sort is, it must be admitted, not necessarily clearly conceived among the teachers. It is thus up to us the students of pedagogical theories to provide them with such a basis as well as practical directions.For the proper understanding of the problem first of all is it necessary to make an historical survey of the question as it has been treated in conventional logic or psychology. Among the divergent interpretations proposed by various scholars, the author finds Dewey's theory of 'reflective thinking' most revealing and helpful; particularly important is his book How to Think, in which he systematically propounds the method of the training of this sort in pedagogical terms, making at the same full use of the results of psychological analysis of the process of 'thinking'. The importance of the theory has been justly recognized by subsequent scholars, and the discussion, development and readjustment of his theory have been continued ever since.The conclusion deducible from all these considerations may be summarized in one word that the training in 'thinking' must always be done in direct contact with real, concrete objects the pupils find around themselves. But at the same time it must not be overlooked that such objects can only be effectively utilized in classrooms when they are handled by teachers under some kind of theorectical guidance or principle. The significance of Dewey's theory lies in the fact that he for the first time successfully combined these two aspects of the problem. We have to follow his example and endeavour to find out our own synthesis in accordance to our own circumstances which are naturally different from his.

著者

田浦 武雄

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.1966, no.13, pp.71-74, 1966-05-01 (Released:2009-09-04)

参考文献数

4

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.1966, no.13, pp.75-78, 1966-05-01 (Released:2009-09-04)