著者

武田 清子

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.1973, no.27, pp.15-22, 1973-04-30 (Released:2009-09-04)

著者

広瀬 俊雄

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.1973, no.27, pp.29-48, 1973-04-30 (Released:2010-01-22)

参考文献数

74

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Though problems of Pestalozzi's language theory and his language education theory were partially touched upon in the past, they were rarely ever examined in an encompassing and systematic fashion. The purpose of this paper is to examine as one approach for analyzing Pestalozzi's language education theory as a whole this idea and in particular the meaning of the idea of education toward “expressing” and “speaking” within the context of the language criticism which he ordinarily used. The paper is arranged according to the following plan.IntroductionI. The language criticism of Pestalozzi(1) Pestalozzi's criticism of the printing press culture (2) Pestalozzi's criticism of the common schoolII. The meaning of Pestalozzi's “expression” (1) The experience of expression(2) Arriving at clear (logical, conceptual knowledge) ideas(3) Expression of thoughtThe following works were mainly used in this paper : “Wie Gertrud ihre Kinder lehrt” (1802) and “Uber den Sinn des Gehors in Hinsicht auf Menschenbildung durch Ton und Sprache” (1803-1804).

著者

平野 正久

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.1973, no.27, pp.49-65, 1973-04-30 (Released:2010-05-07)

参考文献数

23

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.1972, no.26, pp.14-27, 1972 (Released:2009-09-04)

参考文献数

27

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Formation was traditionally conceived under the relation of nature-environment based on a biological approach, in this paper an attempt is made to re-think this relation through an anthropological approach in the setting of a subject-object relation. First of all, the reason why the classic theory of formation is losing its applicability is found in the fact that the subject-object relation from the viewpoint of human nature has become distorted. Next, in order to overcome this subjectivism it is noted that it is necessary to exchange the subject-object relation for an existential relation of being, and to see formation as the result of an answer to the demand which springs from the existential relation. Finally, the schema-structure is discussed as an internal control which makes possible a self-formation within the existential relation, and its origin and function are examined. As a result, the conclusion is reached that the formative meaning of the schema-structure consists in a personal fulfilment reached through a functionalising of the various mental activities, entering thus into an existential relation and reaching thereby a unified content.

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.1972, no.26, pp.1-13, 1972 (Released:2009-09-04)

参考文献数

9

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The Idea of the Good is the highest fundamental principle in Plato's Politeia. That is to say the Politeia discusses the ideal of a state governed by the philosopher ; this philosopher is the founder of state on earth which is formed after the Idea of the Good ; he has mastered the Idea of the Good after he has learned all about it. Now what precisely is the Idea of the Good ? Because it is the highest principle of governing the world, it is difficult to grasp its true essence. Just as we cannot look immediately into the sun we cannot grasp directly such a high principle as the Idea of the Good. Therefore we can only understand it indirectly through parables. Thus the parable of the sun, the parable of the line and the parable of the cave are proposed to clarify it : this paper merely discusses these parables from the introduction till the parable of the sun. Because the Idea of the Good is the supreme principle, philosophy and political theory are completely unified under it ; its educational implication is made clear by the parable of the cave and the following elucidations.

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.1972, no.26, pp.64-67, 1972 (Released:2009-09-04)

著者

山田 三雄

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.1972, no.26, pp.60-63, 1972 (Released:2009-09-04)

参考文献数

2

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.1972, no.26, pp.44-59, 1972 (Released:2010-05-07)

参考文献数

56

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The purpose of this paper is to consider, on the basis of several works about Max Scheler's Philosophische Anthropologic and Die Soziologie des Wissens published in 1920, under what characteristics in his theory modern “knowledge” is being analyzed and how this is being interpreted in view of “formation”. In his view modern “knowledge” is characterized by the fact that that the activity of man as homo faber acquiring knowledge is technical. That is, in modern times the subject of knowledge objectivates nature and faces as the content of “knowledge” the thing (Sache) as far as it thus has been limited. This kind of “knowledge” is called scientific “dominating knowledge” (Herrschaftswissen) and has the purpose of technically dominating nature. This, however, was originally only one side of “knowledge”.In Scheler's thought “knowledge” is divided into scientific “dominating knowledge” (Herrschaftswissen), “formative knowledge” (Bildungswissen) for the formation of man and “redemptive knoweldge” (Erlosungswissen) according to whether the knowing subject, by which the process of becoming (werden) is promoted, is a “thing” (Sache), “man” (Mensch) or “the absolute” (Das Absolute), Furthermore, it is understood that neither of these three types of knowledge can be substituted for one anothei.But as long as man continues to exist as a “person” he will be a being open toward an “intentional” (meaningful) “world” (Welt). He can realize himself in this without being bound by an “environmental world” (Umwelt), which appears as a relation of “things”. It is there that a more important meaning of “dominating knowledge” which

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.1972, no.26, pp.28-43, 1972 (Released:2010-01-22)

参考文献数

50

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This paper examines the meaning of “nature” in education, taking as a point of departure educational thought centered around Locke and Rousseau. In doing so, we shall draw out the two different forms of thinking concerning the awareness of nature, and then we shall examine both the postive and the negative meaning, as well as the basic characteristics of educational thought conditioned by a nature concept originating from either of these two forms of thinking. That is, the educational thought based on a scientific nature concept which, free from subjective conscience, has contributed to the intellectual liberation of man and the enlargement of self by its fundamental vein of a rational explanation of reality and the utilization of this explanation, but with the closed character of (its) conscience structure in fact, it contains a tendency to intercept the view toward a total liberation of man. On the other hand, the educational thought which draws nature into the subjective conscience and which is based on a value-reflecting normative nature concept, gave to the human being the function of criticizing the social system and has opened up the road toward complete liberation of man. It did this by perfectly subjectivising nature and adding to it a human ethos. These two concepts of nature, form the basis for characterising respecti has as its aim the formation of the “person” as such, is being visualized in contrast to a scientific knowledge (dominating knowledge) related merely to the “things” of the outside world.vely the educational theories. Among the individual theorists attention is necessarily paid to a tension or a harmony between the two. In the future it will be necessary to examine further the structure of the internal relation between these two kinds of “nature” in education.

著者

広島大学大学院生

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.1972, no.25, pp.72-75, 1972-05-20 (Released:2009-09-04)

著者

高橋 憲一

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.1972, no.25, pp.68-71, 1972-05-20 (Released:2009-09-04)

著者

赤井 浩一

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.1972, no.25, pp.59-63, 1972-05-20 (Released:2009-09-04)

参考文献数

7

著者

黒丸 正四郎

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.1972, no.25, pp.50-58, 1972-05-20 (Released:2009-09-04)

著者

田口 仁久

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.1972, no.25, pp.35-49, 1972-05-20 (Released:2009-09-04)

参考文献数

55

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J. S. Mill, one of the representative English thinkers, is at the same time an important figure in the history of education. His ethical philosophy was formulated after a spiritual crisis. The system was based on the idea that theatimate sanction of morality consists in the sentiment of man, especially in his altruistic social sentiments, as a result of this theory and of his understanding of English society, Mill was forced eventually to attach great importance to the cultivation of sentiments.Furthermore, Mill believed that social sentiments pan be nourished through the medium of the imagination. While regarding art education in general and culture of the sentiments as an effective means to that end, he valued poetry as the “better part” or as the “queen”, and thus he regarded poetry education as the most effective means for the cultivation of the sentiments.

著者

境澤 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.1972, no.25, pp.1-17, 1972-05-20 (Released:2010-01-22)

参考文献数

40

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One of the effects which the existentialist tendency in philosophy and theology had on pedagogy during the 1920s was the doubt cast on “the possibility of education”, its obvious requisite. The only people who at that time understood this problem correctly were Griesbach and the members of the “evangelical pedagogy” school, but they were refuted and ignored by the main-stream faction of contemporary education, which was based on an idealistic foundation. The question was taken up for the first time after World War II as a vital problem concerning the survival of pedagogy as such.This is the meaning of the problem of “the possibility of education”. One aspect of this problem is the possibility of laying a foundation to the educator's right to educate; another is the possibility of being educated. Griesbach examines the problem as regards the former aspect and arrives at a negative conclusion ; Bollnow tackles the problem in its latter aspect and arrivens at a positive concusion. This is due to the contradiction in the basic attitude of thinking, the former being “subjective”, the latter being “objectivating”. If the principle of existence postulates that thinking as sucn be existential (subjective), only in the direction of the former aspect can the problem of Existence in education have a future. Griesbach's so-called “critique” is nothing but a criticism, by means of “subjective” thinking, of the “objectivated” thinking; the problem of “structure” he was facing in his advanced age was how, while maintaining the purity of the criticism, it is possible to lay the foundation of the possibility of education. If the principle of Existence is to have a meaning, modern German pedagogy cannot go on bypassing this problem.

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.1972, no.25, pp.64-67, 1972-05-20 (Released:2009-09-04)

著者

西 勇

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.1972, no.25, pp.18-34, 1972-05-20 (Released:2010-01-22)

参考文献数

46

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It goes without saying that Litt's perspectivism presents an important problem in regard to the anthropology of human relations. This paper discusses how, through a process of thought formation, Litt's perspectivism as it is found in his book “The Individual and Society” (Individuum und Gemeinscheft ; third edition 1926), was developed into a system. Therefore this consideration has been limited to the area of the evolutionary-historical i-oblems of his perspectivism, and does not go so far as to offer a concrete explanation of his perspectivism.In opposition to Leibnitz's perspectivism Litt touches on two problems which are included in the perspectivism of the monadic solipsism of Leibnitz.Finally it is implied that Litt's perspectivism is not founded on a monadic view of man such as in Leibnitz's monadic theory, but that it is based on a dyadic view of man which seeks the essential determination of self in a mutual relation between I and Thou.

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

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

山田 三雄

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.1971, no.24, pp.1-13, 1971-12-15 (Released:2009-09-04)

参考文献数

15

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In E. Cassirer's Philosophy of Symbolic Forms (Philosophie der symbolischen Formen) meaning constitutes reality in coexistence with the sensible.The symbolic act possesses three forms, i.e. expression, intuition and concept; the mythical as an act of expression comprehends reality as the world of quality. In contemporary intellectual life, the tendency of giving free rein to the mythical must be deplored However, the mythical as a means of expression for a child in its state of development opens up important research topics.