著者

杉谷 雅文

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.1979, no.39, pp.1-4, 1979 (Released:2009-09-04)

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現代、青少年にさまざまな不徳、犯罪行為が続出し、しかもそれらが日増しに兇悪化し、低年齢層に浸透しつづけている。これらの原因にはいろいろのものがあり、従ってその対策にも多様なものがある。しかし一番大きな根本の原因は、青少年を教育する大人たち、--学校教師、家庭の父母、社会の大人たちとりわけ政治家たち--が抱く自由の概念のあいまいさ、誤まり、根拠のない楽観論にあると思う。つまり終戦以後三十年余にわたって、われわれ大人が、それが間違いなく正しいものとして教えられ、かつ青少年に教えつづけてきた、あの自由の概念が、なんの吟味も根拠もなしに安売りされ、受売りされて、熱病のようにまず教育する側のわれわれ大人に伝染し、ついで教育される青少年に広く拡がって行ったのである。こうして一億総べて悪性自由病に感染している。現代に見られる青少年のいろいろな問題行為は、けっきょくこの自由病の現われ、発作に他ならぬ。して見れば、責められるべきは青少年ではなくて、われわれ大人達なのである。では自由概念の誤まりは何であり、どこにあるのだろうか。

著者

江島 正子

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.1978, no.38, pp.15-28, 1978-01-31 (Released:2009-09-04)

参考文献数

40

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In accordance with the trend of the development of natural science during the 17th century a tendency appeared during the 18th and 19th century of applying the method of natural science also to the field of pedagogy. In West Germany the method of positive scientific research was introduced in the 1960es as “empirical-ana-lytic science”. During the 70es a group of German educational scholars who originally belonged to the so-called geisteswissenschaftliche Pädagogik (philosophical pedagogy) started to apply the “empirical-analytic method” to education. One of the most outstanding characteristics of their method is the attempt to found their views on the “critical theory” initiated by Horkheimer (1895-1973) of the “Frankfurt School”. This type of research issued into a new school of thought in pedagogy called “Handlungsforschung” (action research).

著者

古味 堯通

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.1978, no.38, pp.49-54, 1978-01-31 (Released:2009-09-04)

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.1978, no.38, pp.1-14, 1978-01-31 (Released:2009-09-04)

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As is well known, interest in words used in daily conversation is increasing in the world of Anglo-saxon philosophy (including philosophy of education). This intellectual interest may very much look like a troublesome discussion; but in so far as the interest in words is an essential condition for philosophizing, there is no fundamental difference between the trends observed in contemporary Anglo-saxon philosophy and when one calls philosophy the effort to clarify concepts concerning Japanese language.In this paper, by clarifying the concept of kyô (教), the attempt is made to discover a meaning which may be hidden in the Japanese concept of kyôiku (education).In the Japanese language meaning is expressed by a parallel use of ideogramms and phonetic symbols; the corresponding relation between meaning and sound is not always accurately determined. The Japanese reading of oshie (教) of the ideogramm kyô is merely based on present common usage. On the other hand, the ideogramm oshie has a history of about 3,000 years behind it and during this long period must have had some meaning.The auther believes that the ideogramm kyô first was used in a context as an ideogramm and subsequently received social recognition during the process of being applied repeatedly; starting from this presupposition, an analysis of paradigmata is conducted within the frame of the Four Classical Chinese Books and the Five Chinese Classics (shisho-gokyô).It turns out that the term kyô carried the meaning of one way of transmitting word-meaning from a person superior in power to a person in a lower position. Power here first of all means the State orthe King. It is noteworthy that Confucius in the Rongo (Analects) when he refers to his activity of teaching his disciples does not use the ideogramm kyô (教) but the ideogramm kai (誨).Also later, in the Kan-Period, in the Raiki (Book of Etiquette) the concepts of kyô (教), gaku (学) and shi (師), were apparently systematically determined in close connection with state government. Refering to Eifu Motoda's Kyôgaku Taishi, it may be pointed out that this conceptual frame continued into the (Japanese) Meiji Period. Furthermore, Motoda was unable to distinguish between kyôiku and kyôgaku, and it is assumed that his influence was at work when the meaning of kyôiku in Japan was finally fixed at the time when the Kyôiku Chokugo (Imperial Rescript on Education) was issued.Between this traditional use of the term kyoiku in Japanese and the term “edcation” in European languages with its long history dating back as far as to the paideia, a certain lack ofconformity arises. This may be proved by the way in which the developmental concept of education has been treated. The author believes that the latter was foremost in the mind of Yukichi Fukuzawa when he stated, “The term kyôiku is not appropriate. It would better be changed to hatsuiku.” When one keeps in mind what was said here, one may ask the question whenever the term kyôiku is used whether this means what Motoda refers to as kyôgaku or whether it is used in the developmental meaning of Fukuzawa. The author hopes that along these lines the concept of kyôiku will be further clarified may be made better to correspond to the term “education.”

著者

高橋 憲一

出版者

The Japanese Society for the Philosophy of Education

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1978, no.37, pp.81-86, 1978-05-10 (Released:2009-09-04)

参考文献数

6

著者

村田 昇

出版者

The Japanese Society for the Philosophy of Education

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1978, no.37, pp.76-80, 1978-05-10 (Released:2009-09-04)

著者

斎藤 昭

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.1978, no.38, pp.43-48, 1978-01-31 (Released:2009-09-04)

参考文献数

3

著者

松月 秀雄

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.1978, no.38, pp.29-42, 1978-01-31 (Released:2009-09-04)

著者

田中 翔一郎 畦 浩二

出版者

大阪教育大学

雑誌

大阪教育大学紀要 第IV部門 教育科学 (ISSN:03893472)

巻号頁・発行日

vol.62, no.1, pp.43-52, 2013-09-30

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児童の植物の生命の連続性における概念形成の状態を,植物の発芽の視点から,小学校第5学年の児童を対象に分析した。その結果,児童の植物の発芽に関する科学概念の形成は難しく,一度形成された科学概念も時間の経過とともに再び素朴概念へ戻ってしまうことや植物の発芽条件を植物の成長条件と誤って理解してしまうことが確認できた。さらに,植物の発芽の学習が,児童の植物の生命の連続性の概念形成に必ずしもつながっていないことも明らかとなった。これらの結果から,児童に植物の生命の連続性の概念形成を図るために,学習指導において以下の3点の必要性が示唆された:1)児童の素朴概念を活用した実験を実施すること,2)植物の発芽と植物の成長の学習順序を入れ換えること,3)植物の生命の連続性に関する新たな学習内容を設定すること。最後に,これら3点を踏まえた「植物の発芽と成長」の授業をデザインした。

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.1978, no.37, pp.7-13, 1978-05-10 (Released:2009-09-04)

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Questions and doubts about the scientific nature of pedagogy are as old as the history of pedagogy and are at the center of pedagogy even now. This may be due to the fact that educational reality and the educational situation form a non-technical complex entity which ist not sufficiently explained by means of a technical model construed and controlled in a semi-logical fashion. Therefore the fact that the quarrel around the scientific character of pedagogy is still going on, must not be blamed on the scientific backwardness of pedagogy. The problem is rather a matter of being more deeply concerned about the essence of education.In this discussion the attempt is made to scrutinize the problem of the scientific nature of pedagogy, within the frame of our viewpoint of hermeneutic =phenomenological theory and comparing it with the theory of theoretical analysis and the theory of social criticism covering in the discussion the following five points.1. The connection between “understanding life” and scientificness;2. The unbiasedness and objectivity of science;3. The connection between factual research and normative research;4. The hermeneutic character of concept formation;5. Critical theory and hermeneutics.

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.1978, no.37, pp.61-75, 1978-05-10 (Released:2010-01-22)

参考文献数

41

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Nakamura Masanao, a confucianist who experienced the encounter with Western civilization, promoted the study of “the Western Law of Morality” (Saikoku no Kyoho) in order to accomplish the task of educating the nation by “reforming the character of the people”. This paper is an attempt to examine the basic structure of his “Law of Morality” relying on his image of man as he visualized it within the frame of an encounter between East and West.It is possible to interpret Nakamura's thought in its confucianist uniformity; in this paper however the development of his thought is roughly divided into three stages and in the slight changes which can be discovered during those stages, we try to find, in connection with the task of a reform of the ethos of the Japanese, the double aspect of “possibility and bond” characteristic of his image of man.The first period (about 1853-1866; first section of this paper) is the period when his interest was aroused in connection with problems of the national strength resp. weakness and “moral customs”. He believed firmly in human nature being basically the same in old and modern times, East and West; hence with an open-mindedness toward Western civilization, the foundation was laid during that period for investigating this problem.The second period (about 1867-1875; second and third section of this paper) was a period of groping for an expression of the content and the structure of “character” (hinko), since he has become aware of the relation between the strength resp. weakness of the nation and “character”. His image of man vascillates between canfucianism and christianity, but within this struggle indications appear of his establishing the foundations of a new image of man.The third period (about 1876-1891; fourth section of this paper) in connection with the problems the “autonomy of the heart” and the “right to fortune and misfortune” is characterized by a return to Nakamura's image of man in keeping with the finality of the confucianist world. The goodness or badness of the actions of man and the vicissitudes of life resulting therefrom, are considered closely bound together, and while the personal and the transcendental nature of “heaven (ten) as against” heart “become increasingly vague, his” education “(kyoho) is transformed into” educational rules for rewarding good and punishing evil". That is the reason why one gets the impression that Nakamura's thought, while being able to express the ethos of the people, was not strong enough to break through it from the inside.

著者

乙訓 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.1978, no.37, pp.47-60, 1978-05-10 (Released:2010-01-22)

参考文献数

69

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From Pestalozzi's own statement that he was very much interested in law and education, we can judge that in order to understand his pedagogy more deeply, it is necessary to study its basis, i.e. its political and social context. It was the French Revolution which made him study politics and society.Pestalozzi, realizing that the revolution broke out because the people were deprived of liberty and rights recognized the great meaning of the revolution, but he did not approve of the ensuing power struggle.Because of the Revolution Pestalozzi abandoned his prerevolutionary patriarchical ideas and supported hence democratic political ideas. Furthermore, the Revolution deepened his understanding of human nature, and as a consequence he worked on a more fundamental theory of education. According to Pestalozzi, man combines a natural and a social level within his nature and his existence is characterized by the contradiction of selfish desires and moral goodwill. The system of his educational theory implies that man must be raised from his natural and social status to the level of morality. Hence Pestalozzi thought that in order to remedy the disorder in state and society and to make the people happy, it was necessary to educate morally each single member of human society and at the same time to educate the people by enlightening them politically. Hence his education is based on the ideal of popular education and closely related to politics, to the state and society. His ideas of popular education were clarified through the French Revolution and issued in a theory of elementary formation.

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.1978, no.37, pp.21-27, 1978-05-10 (Released:2009-09-04)

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In order to arrive at a truly scientific pedagogy, it is necessary first to determine precisely the aim of such a science furthermore on the basis of this to realise clearly its proper research object, next as in other sciences, to apply distinct research methods which may be divided into theoretical, positive, experimental, historical and other methods as may be the case. But as a matter of fact, pedagogy at present is considered to be underdeveloped on all these accounts.Accordingly, in the interest of a scientific pedagogy, I would like to make the following suggestions : (1) To determine the object of research as “problems of education” in order to make the researchers clearly aware of their common object.(2) In order to make the individual researcher conscious of such a peculiar purpose of this peculiar type of research, to change the research areas from the former traditional ones such as e. g. educational sociology, educational philosophy etc., to such ones as practical research (in education), positive research (in education), experimental research (in education), theoretical research (in education), historical research (in education).

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.1978, no.37, pp.13-21, 1978-05-10 (Released:2009-09-04)

参考文献数

17

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In connection with the establishing of the foundation of a science of education, the attempt was made in West Germany to arrive at a theoretical basis from the various types of “critical theory” of the Frankfort School in the sixties, and it is assumed that in the seventies this current forms a tendency in the research on educational science.This type of educational research is generally called “critical educational science” or after its main concept “emancipatory educational science”. But it is feared today by many that the postulates of “emancipation” in education i. e. the postulates of an “emancipatory educational science” are presented without discussing the underlying metatheoretical meaning. In other words the concept of “emanipation” is used without being sufficiently examined and scrutinized. It is said therefore that on the contrary the concept of emancipation is quite worthless and serves rather to conceal the proper problem and the proper object of education ; hence at present along with the decline of the “Frankfort School”, finally the time has come when one speaks of the “poverty of emancipatory education”.In this presentation of the problem, foundations of criticism and problems arizing therefrom are clarified through a critical examination of the “critical theory” of Jiirgen Habermas who exercised in the midst of a variety of “critical theories” an extraodinary influence especially on the research aspect of educational science, and on the basis of this the attempt is made to present some methodological considerations on some problems of a “critical educational science”.

著者

宇佐美 寛

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.1978, no.37, pp.1-6, 1978-05-10 (Released:2009-09-04)

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A thought of education can be regarded as a three-layer structure : 1. the ultimate, unanalyzable value preconceptions which cannot be tested and confirmed by intersubjectively available procedures of our world of experience, 2. the network of concepts as intermediate ideational constructs, 3. the individual, close-to-perception facts, which are data for our purposive educational actions.The task of educational philosophers is to analyze and clarify the concepts in this conceptual network so that the present educational research may be freed from logical and semantic confusions and inconsistencies. Especially in this country, the educational philosophers themselves benefit by this analysis work because they can get cured of their deep-seated diseases like capricious use of language, parrot-like recitations of the big thinkers' words, irresponsible escape from serious, thought-provoking problems of educational practice.

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.1978, no.37, pp.27-31, 1978-05-10 (Released:2009-09-04)

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.1977, no.35, pp.75-78, 1977-05-20 (Released:2009-09-04)

著者

大浦 猛

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.36, pp.64-69, 1977 (Released:2009-09-04)

著者

稲葉 宏雄

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.1977, no.36, pp.57-63, 1977 (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.1977, no.36, pp.52-56, 1977 (Released:2009-09-04)