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.1977, no.35, pp.32-52, 1977-05-20 (Released:2010-01-22)

参考文献数

56

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In contemporary Germany a lively discussion is carried on about the scientific nature (Wissenschaftscharakter) of pedagogy. Against (1) the hermeneutic method (Hermeneutik) which was ruling hitherto in the educational world, since the 1950s, (2) the method of an empirical science (Erfahrungswissenschaft) influenced by English and American positivistic educational research and (3) the method of social criticism (Gesellschaftskritik) gained momentum.In this paper Wolfgang Brezinka's “educational science” (Erziehungswissenschaft) in which the viewpoint of (2) empirical science (more precisely of critical rationalism (Kritischer Rationalismus)) is adopted will be discussed ; the content of his critical observations on pedagogy in West Germany will be examined and their validity will be clarified. In particular, special attention will be given to the view of making an attempt to reinterpret the method of (1) hermeneutics and (3) social critism ss “ideology” emphasizing practice more than theory as not fulfilling the conditions of the construction of a “scientific theory”, and the attempt is made to clarify the relation between “educational theory” and “educational science” on the one hand the non-scientific level of ideology of “educational thought” and “Weltanschauung” on the other hand. Furthermone I shall try to discuss the function of “educational thought” guiding the educator and the role of “educational theory” which examines the correctness or falsehood of his statements and the validity of Brezinka's “metapedagogy” which poses the problem of making a distinction between the two different levels of these functions.