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.1984, no.50, pp.51-55, 1984-11-10 (Released:2010-05-07)

参考文献数

5

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.1984, no.49, pp.72-75, 1984-05-10 (Released:2009-09-04)

参考文献数

7

著者

加賀 裕郎

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.1984, no.49, pp.57-71, 1984-05-10 (Released:2009-09-04)

参考文献数

34

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It seems that Dewey's theory of the aim of education stressing 'growth' as the ultimate aim of education, is widely known and to a certain degree recognized. On the other hand, the meaning of growth is still ambiguous so much so that it may even be regarded as a mere slogan in education-a catchword without cognitivemeaning. In fact, such a paradoxical situation is partly due to ambiguities in Dewey's theory of the aim of education criticized by essentialists and reconstructionalists. However, on close examination, it becomes clear that many criticisms are put forth because of serious misunderstandings concerning Dewey's theory of growth; Dewey's theory of growth as the aim of education was built on the basis of thephilosophical foundations of his thought, a fact ignored in criticisms mentioned above. Hence, in this paper I would like to clarify the structure of Dewey' s theory of the aim of education with special emphasis on two of its aspects : the ultimate aim and the general or comprehensive aim in education.

著者

山本 雅弘

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.1984, no.49, pp.42-56, 1984-05-10 (Released:2009-09-04)

参考文献数

48

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The German youth movement at the beginning of the 20th century is generally interpreted as a movement of cultural criticism and as a spiritual movement exposing the petrified contemporary bourgeois culture. But this view fails to explain sufficiently the peculiar characteristic of this movement. The most radical and all-pervading common expression of the youth movement was definitely Wandern in nature. The Wandern activity as such contitutes the original characteristic of the youth movement. Aimlessness is the basic element of Wandern and it possesses a peculiar brightness and serenity of its own. Thus Wandern makes man turn to the fountains of life. As far as cultural criticism is concerned it has been pointed out that Bildung had become separated from the subject and thus become externralized; the youth movement, aware of this criticism, strove after an internalization of the world through a return to the springs of life. Only in this way true Bildung as the internal form of life can be conducted.

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.1984, no.49, pp.38-41, 1984-05-10 (Released:2009-09-04)

著者

斎藤 勉

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.1984, no.49, pp.34-37, 1984-05-10 (Released:2009-09-04)

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.1984, no.49, pp.76-79, 1984-05-10 (Released:2009-09-04)

著者

増淵 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.1984, no.49, pp.80-85, 1984-05-10 (Released:2009-09-04)

著者

村井 実

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.1984, no.50, pp.1-15, 1984-11-10 (Released:2010-01-22)

参考文献数

7

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Among researchers the problem has frequently been discussed how the relation between the liberal and enlightened thinking which Mori maintained as a Deputy Ambassador in America and the nationalistic and centralistic attitude he took as Minister of Education in Japan is to be interpreted. By making a distinction between nationalism in education and nationalism in general, this paper attempts to point out the possibility of a new understanding of this problem, more in line with the interest of the history of educational thought.Looking at the problem from this angle, it turns out that Mori in his fundamental thinking was an educational nationalist throughout. This study tries to establish the logic of this assumption by means of an examination of Mori's works and at the same time it points out that this type of nationalism possessed characteristics, in terms of educational thought, peculiar to the Japanese in their entirety and consequently the attempt is made to emphasize the importance of interest in educational research of this type of nationalism.

著者

秋田 稔

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.1984, no.49, pp.1-4, 1984-05-10 (Released:2009-09-04)

著者

沼田 裕之

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.1984, no.49, pp.12-16, 1984-05-10 (Released:2009-09-04)

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.1984, no.49, pp.16-20, 1984-05-10 (Released:2009-09-04)

参考文献数

12

著者

小林 政吉 境沢 和男

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.1984, no.49, pp.21-22, 1984-05-10 (Released:2009-09-04)

著者

讃岐 和家

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.1984, no.49, pp.23-26, 1984-05-10 (Released:2009-09-04)

著者

大谷 光長

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.1984, no.49, pp.26-30, 1984-05-10 (Released:2009-09-04)

著者

原 聡介

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.1984, no.49, pp.30-34, 1984-05-10 (Released:2009-09-04)

著者

茂泉 昭男

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.1984, no.49, pp.5-12, 1984-05-10 (Released:2010-01-22)

参考文献数

43

著者

岡本 明人

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.1983, no.48, pp.1-14, 1983-11-05 (Released:2010-05-07)

参考文献数

31

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This paper aims at a critique of the following Hegel interpretation of some educational theorists belonging to the geisteswissenschaftliche school. It is an interpretation in terms of a formation theory of Hegel's philosophy of 'spirit' explaining the self-emanation of spirit as 'alienation'.I call this interpretation a 'generalization of the particular' and criticize it on the following two accounts : (1) This theory misinterprets the pedagogical meaning of Hegel's alienation of spirit as if it meant a theory of self-alienation of spirit.(2) This theory presupposes that becoming 'socialized leads man immediately to autonomous thinking or to 'individualization'.

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.1983, no.48, pp.15-30, 1983-11-05 (Released:2009-09-04)

参考文献数

75

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Haruji Nakamura (1877-1924) is a Japanese educator who searched for possibilities of modern education for common people related to the traditional culture and especially to the consciousness of ultimate norms of the Japanese people.Influenced by modern educational thought introduced during the early Meijiperiod, especially Christian practical ethics and humanism such as 'self-help' of Samuel Smiles (1812-1904) or the social movement of fabianism, he tried in his experimental middle school to change the traditional view of man of common people in those days into the view of more responsible and self-disciplined man in modern society.In this attempt, he made use of the ethical teaching of 'Ten Ox-herding' or meditation and ascetic practices of Zen Buddhism and also turned his attention to the methods of teaching used in the 'Terakoya' which treated each child carefully and individually in small groups.Through such experiments, he sought to awaken people to a clear self-cosciousness of taking responsibility in their ethical relations.In spite of respect for and practical use of the tradition, his educational thought aimed at some kind of enlightenment and liberalism respecting responsible individuals and his eyes were directed toward realizing human freedom and social equality in the structural reform of the modernization of Japan.

著者

羽根田 秀実

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.1983, no.48, pp.31-45, 1983-11-05 (Released:2009-09-04)

参考文献数

32

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In diesem Beitrag wird der Versuch unternommen, Pestalozzis Anschauung von der Wahrheit zu klären. Die Analyse seiner Gedankenstruktur sollte eine Losung dieser Aufgabe ermoglichen und diese seine Gedankenstruktur ist in der Struktur der 'Natur' zu finden.Diese Struktur besteht aus einer Wechselbeziehung zwischen Mensch und Außenwelt. Pestalozzi übersieht diese Wechselbeziehung keineswegs, aber er bleibt dabei nicht stehen, sondern sieht im Menschen 'Geist' und 'Gefühl', in der Außenwelt die Doppelseitigkeit von 'Kreis des Wissens' und der 'Verhältnisse'. Er betrachtet die Wahrheit unter diesen beiden gegensätzlichen und andererseits auch komplementären Rücksichten. Durch die Betrachtung dieser Wechselbeziehung kann geklärt werden, aufgrund welcher Denkweise Wahrheit' im Sinne von Pestalozzi konzipiert ist.In dieser Struktur lassen sich zwei Denkformen Pestalozzis unterscheiden, einmal lie Richtung von 'Mensch' zu 'Außenwelt', zweitens die von 'Außenwelt' zu 'Mensch'. Jene wird durch 'Geist' und 'Kreis des Wissens' erläutert, diese durch 'Gefühl' und 'Verhältnisse'. Die erstere führt zu 'Wissen', die letztere zu 'Weisheit'. Was bei einer Synthese von 'Wissen' und 'Weisheit' entsteht, ist die 'Wahrheit', nach der Pestalozzi geforscht hat.