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

岩田 朝一

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.1966, no.14, pp.1-14, 1966 (Released:2010-01-22)

参考文献数

31

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There have been various opinions as to the relationhip between philosophy and education, of which particularly noteworthy is that of analytical philosophers who affirm that philosophy is not a body or system of knowledge but simply an activity of criticism or clarification itself, and hence that there can be no inherent relation between the two. The aim of the present article is to examine whether the philosophy and educational thought of Locke, as a forerunner of the school_of analytical philosophy, can be treated in the same way.To a cartain extent the assertions of these philosophers are applicable to Locke's case too, but at the same time it is also true that there is much more than that. The close examination of his Essay Concerning Human Understanding reveals that the theory of the association or connection of ideas are to be considered to be the problem of education as well as of philosophy. It is true that education covers wider field and is therefore connected with many other sciences, but to regard philosophy as a mere accesory to an educational theory is rather dangerous, especially in the case of Locke's thought.

著者

和田 修二

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.79-82, 1966-05-01 (Released:2009-09-04)

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

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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

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.1965, no.12, pp.44-60, 1965 (Released:2009-09-04)

参考文献数

23

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The final aim of every study in the field of education is to contribute to the advancement of education at present and in future. This is also the case with the studies in the history of education. The viewpoint of thought history, therefore, must be introduced into the studies in the history of education in order that education in the past may be something more than dead facts and turn out to be useful in future.To attain the aim we should pay our attention to the tradition running through the history of education and throw light on its development. The present article puts a great emphasis on the importance of the history of education by discussing the following four points : (1) what is tradition? (2) the problem of the view of tradition (3) tradition and education (4) the problem of tradition in the history of education.One remark should be added here : this article doesn't handle with historical facts but is intended to show a vision for further study.

著者

石川 謙

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.1-17, 1966-05-01 (Released:2009-09-04)

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Since Toju's Shingaku (Toju's Philophy) spread to Kitakata district in Aizu territory, it reached for the first its full growth as the popularized educational philosophy. Though the leaders there were farmers themselves, they governed their village as headman, district-headman, rich farmer, etc., and instilled their philosophy into the general farmers as the mental support by which the people could conduct themselves, set their families in satisfactory conditions, and make their village prosperous. As, among those who had the same customs and cultivated together, there were one who taught and one who was taught, educational activities on such relation were different from so-called clan-educotion, that is educational activities compelled by clan politics, in the respect that they awaked “sympathy” from learners in receiving education.Referring to the guidance conciousness and the guidance method of leaders in above-mentioned case, in this treatise I analysed the problem from the standpoint of teachers. In this educational philosophy in Aizu territory which prospered from the 17 th century to the middle of 19 th, we may find out an ideal image of a teacher unparalleled in Japanese history of education.

著者

小林 澄兄

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.1965, no.12, pp.75-80, 1965 (Released:2009-09-04)

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.1965, no.12, pp.61-74, 1965 (Released:2009-09-04)

参考文献数

34

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The present article tries, through analysing the structure of Kilpatrick's theory of learning, to clarify how the character or personality as we speach of character-building or personality-building and the field of building can be recognized. Especially his theory of attitude-building (“attitude” forms the nucleus of the personality structure which is defined as character structure and as individual character trait, and is the field capable of being built) in the field of concomitant learning had induced the present writer to develop the following reasoning.The situation of character-building is the field of active ego-alter relation and falls beyond the direct range of the subject's consciousness. In other words the person concerned is incapable of being conscious of the process of his own character-building but can understand it only reflectively afterwards. The peculiarity of the field of character-building lies in the fact that the person concerned remains unconscious during the process. The concept “unconsciousness” will be the key to the problem of character-building. At the same time the essential nature of the field of character-building could be said to consist in its unconscious building power.

著者

原 聰介

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.1965, no.12, pp.28-43, 1965 (Released:2009-09-04)

参考文献数

9

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The problem of the view of man as the fundamental educational theory is necessarily connected with the theory of the possibility of human reform. The human reform as it is meant here is not only limited to itself but also connotes the reform of the modes of human behavior as it is socially conditioned, being thus related with the problem of social reform.The present writer was motivated to treat the aesthetic aspect of human recognition as a theory of human reform by the fact that aesthesia played an important role in the transition period of cultural system (modes of behavior) from feudalism to modernism and that intuitionism as an educational theory was formed through the impact of this reform.The theory of aesthesia as an educational theory, however, acts on human reform as a deterrent by fixing the given cultural system while functioning as a reform promotor. Though aesthetic recognition contains a contradiction like this, this seems to remain the only possible approach to the problem of the modern man.

著者

井上 坦

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.1965, no.12, pp.1-14, 1965 (Released:2009-09-04)

参考文献数

12

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The present article aims, through investigating the fundamental nature of divided views of man, to clarify the meaning of divided views of education and further tries to find a way leading to the solution of the confrontation of divided views. To fulfill this purpose the present writer proposes the following three preliminary assumptions.a) The view of man forms the foundation of education.b) The view of man is an ambiguous concept.c) Confronting views don't always stand on the same level.The present writer gives a conditional affirmation to the preliminary assumption (a), and affirmative answers to (b) and (c).Following this, it is argued that attitude can't be logically deduced from factual recognition but can be derived from it in a broad sense of the word. Thus, rational persuation is shown to play a fundamental role in solving the confrontations of divided views of man and education.

著者

溝上 茂夫

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.1965, no.11, pp.20-35, 1965-05-25 (Released:2009-09-04)

参考文献数

3

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The period in which Willmann was active as a philosopher and educator was still under the deep influence of the Enlightenment. Education was no exception.The exponents of the Enlightenment disdained the Middle Ages, looked on the thoughts of the time as 'ancilla theologiae', and proclaimed themselves as the givers of illuminating new light. Cutting, thus, the historical continuity, they abandoned the precious moral and spiritual heritage of the past. They made man and his subjective reasoning the highest norm of all judgments. In promising man's intellectual liberation and development, they fell into a quagmire of self-delusion, opening the way to individualism, subjectivism, naturalism, relativism, secularism and materialism, etc.Otto Willmann devoted his whole life as philosopher and educator to fight against the world-view of the Enlightenment, i.e. present Nominalism and its influence on educational ideologies. Starting from the individualistic education of Herbert and tracing backwards up the stream of history, Willmann reached on the opposite side of the Enlightenment, namely the heights of the Greco-Christian idealistic world-view and educational Ethos. The Greco-Christian Idealism is not like German subjectivistic idealism seen in Kant, Fichte, Schilling and Hegel. This Idealism is the Idealism of Logos founded and developed by Plato, Aristoteles, St. Augustinus and St. Thomas Aquinus. The Greco-Christian Idealism according to Willmann possess the eternal creative life and substance (teaching of everlasting values (μεγιστον μαθημα, unum necessarium)) and leads man toward eternal God. Therefore, it is 'philosophia perennis' and 'paedagogia perennis'.

著者

土屋 忠雄

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.1965, no.11, pp.73-74, 1965-05-25 (Released:2009-09-04)

著者

赤塚 徳郎

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.1965, no.11, pp.36-55, 1965-05-25 (Released:2009-09-04)

参考文献数

42

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It was during the Victorian Era that Spencer brought forth his theory of social organism, based on the equality and the freedom of man. An individual has the liberty to pursue happiness and to use his faculties for that end. Such individuals, during the process of their gradual adjustment to society, improve their own faculties, and in turn help society to prosper. The theory of social organism aims at the happiness of the individual, and in this differs from the theory of biological organism.Spencer's educational ideas were based on this sociological point of view. Man needs education in order to adjust to society. Education aims at equipping man for a perfect life, and for that end must endeavour to develop his mental and physical faculties in a well-balanced fashion. Moral education must be based on intellectual training. And the method of education should be such that would encourage an individual to use his capacities voluntarily to acquire knowledge.Spencer advocated an education which placed importance on the individual and which aimed at a harmonious adjustment of man to society.

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.1965, no.11, pp.1-19, 1965-05-25 (Released:2009-09-04)

参考文献数

8

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In the first half of my treatise I have tried to clarify the indispensable role religion plays in the formation of man's moral character, and the consequent necessity of religious principles in moral education. I have at the same time described the present condition of religious education in Europe. However, it is also a fact that, concerning the relationship between religion and politics, there have been movements, through history, to secularize education in various parts of the world.In this half of my treatise I have attempted to explain the separation of Church and State which took place in France and in the United States. The moral education of France exercised a great influence on that of Japan since the early years of Meiji, while that of the United States become influential after the Second World War. However, whether the moral education carried on in France or the courses in ethics and religion given in the United States are adaptable without any change to Japan is a question still to be answered. Before attempting to solve this problem a thorough study should be made of the history of the separation movement in Japan, which developed in a fashion quite different from similar movements in France and the United States.

著者

永冶 日出雄

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.1965, no.11, pp.56-69, 1965-05-25 (Released:2009-09-04)

参考文献数

40

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“A Treatise on Man, his intellectual faculties and his education” by Helvétius published in 1772 included an attempt to establish a science of education. It was a plan to build a new science concerning man, using methods of natural science.According to Helvétius, what formed man was not natural environment but social conditions, or rather “education” in a broad sence. In order to recognize the effects of such “education” and to improve it, a science of education was necessary. The aim of this science is none other than to establish a sound political system which would make possible ideal education for the young.The promotion of such a science would greatly benefit a country, since though power may temporarily impede the progress of education, society inevitably changes, and truth eventually will triumph as a thing most beneficial to man.

著者

海後 宗臣

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.1965, no.11, pp.70-72, 1965-05-25 (Released:2009-09-04)

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.1965, no.11, pp.75, 1965-05-25 (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.1965, no.11, pp.76-80, 1965-05-25 (Released:2009-09-04)

著者

村田 昇

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.1964, no.10, pp.26-44, 1964 (Released:2009-09-04)

参考文献数

25

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Eduard Spranger looked on the lack of political interest of the German people as an “hereditary defect.” Not only did he issue frequent warnings on the subject. He also exerted strenuous efforts to show how to overcome the defect. The roots of this defect he thought were to be found in the type of humanistic education which received its classic formulation by W. von Humboldt. He labored to discover a culture ideal for the new age by synthesizing the ideal of von Humboldt with that which by analogy he established as the ideal of political education, given its classic formulation by Frederick the Great. This work of Spranger gradually appeared in his demand for “political education.” What hemeant by “political education” was “education for country and for service to the totality, ” but this is not to be misunderstood as meaning blind servility to the nation-state or to the people. Spranger meant that under all circumstances education should be directed to acceptance of obligations in a spirit of freedom, with each individual conscious of his responsibilities and his position as an individual in a totality. In his thought, education was ultimately to be directed to nurturing an ethical and political attitude of spontaneity in the light of which men would shoulder their civic responsibilities according to their decisions made in good conscience before God. It is this kind of political education which I try to make clear in this essay.

著者

長井 和雄

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.1964, no.10, pp.70-79, 1964 (Released:2010-05-07)

参考文献数

120