著者

金子 光男

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.1977, no.35, pp.9-16, 1977-05-20 (Released:2010-01-22)

参考文献数

16

著者

堀内 守

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.17-24, 1977-05-20 (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.1977, no.35, pp.25-31, 1977-05-20 (Released:2009-09-04)

著者

シュライヒャー K

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.53-69, 1977-05-20 (Released:2010-05-07)

参考文献数

36

著者

平野 智美

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.70-74, 1977-05-20 (Released:2009-09-04)

著者

宮野 安治

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.1976, no.33, pp.65-80, 1976-05-10 (Released:2009-09-04)

参考文献数

22

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Theodor Litt is well known as a cultural philosopher and as a cultural educationist, but if we turn to his works published after World War II, we notice that his interest expanded so as to include not only the human and cultural world, but also the world of nature. The purpose of this paper is to clarify the relation between nature and man from the viewpoint of man's “becoming self” (Selbstwerden), and to examine starting on that basis the place of natural science in the so-called formation of man (Menschenbildung).According to Litt, nature confronting man, can be divided into three aspects, “nature as object”, “nature as impression” and “nature as support, ” and correspondingly the relation between nature and man also can take on three different directions. In each we can recognize a certain individualism, hence the meaning of scientific thinking in terms of becoming self is singled out, and as a consequence, it is given a place within the formation of man. Here, Litt's concept of “antinomy” comes forth, replacing his concept of “harmony.”

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.1976, no.33, pp.81-87, 1976-05-10 (Released:2009-09-04)

著者

桐田 清秀

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.1976, no.33, pp.88-93, 1976-05-10 (Released:2009-09-04)

著者

石井 正司

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.1976, no.34, pp.18-31, 1976-10-10 (Released:2009-09-04)

参考文献数

30

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The purpose of this paper is to investigate the theoretical origins of the intuition didactics of common mass education which are at the center of modern pedagogy and didactics of which Comenius is a typical representative. The view is taken here that the origins are not to be sought in the Renaissance or the Reformation, but rather in the educational thought of the Renaissance utopians ; hence Thomas More, Bacon, Campanella and Andreae have been chosen as four typical representatives whose educational theory will here be examined. There is a great wealth of studies on the educational thought of the Renaissance and the Reformation, but almost nothing has been published so far on the educational thought of the utopians. In fact, their educational theory is not limited to being a source of the intuition didactics of common mass education, but they contain also a wealth of views which are a source of inspiration for solving contemporary problems in education. This paper, therefore, attempts to open up the study of these as yet unexplored educational theories.

著者

ヴォルフガング ブレツィンカ 小笠原 道雄 森川 直

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.1976, no.34, pp.32-46, 1976-10-10 (Released:2009-09-04)

参考文献数

35

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.1976, no.34, pp.47-53, 1976-10-10 (Released:2009-09-04)

著者

クラウス ルーメル

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.1975, no.32, pp.56-60, 1975-10-10 (Released:2009-09-04)

著者

庄司 他人男

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.1975, no.32, pp.61-65, 1975-10-10 (Released:2009-09-04)

著者

伊藤 幸寿

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.1975, no.32, pp.66-71, 1975-10-10 (Released:2009-09-04)

著者

中森 善治

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.1976, no.33, pp.15-22, 1976-05-10 (Released:2009-09-04)

著者

長谷川 亀太郎

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.1976, no.33, pp.23-24, 1976-05-10 (Released:2009-09-04)

著者

西脇 英逸

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.1976, no.33, pp.25-32, 1976-05-10 (Released:2009-09-04)

著者

勝部 真長

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.1976, no.33, pp.33-41, 1976-05-10 (Released:2009-09-04)

著者

長谷川 亀太郎

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.1975, no.31, pp.20-38, 1975-05-20 (Released:2009-09-04)

参考文献数

69

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Ideally speaking, morality and art are very closely related to each other, have many aspects in common and ultimately form a harmonious unity. In reality, however, morality and art frequently face mutual opposition, conflict and clash. This is so because morality and art do not remain faithful to their original nature.The most desirable fundamental relation between morality and art is the standpoint where “art is promoted as far as possible while morality is protected as far as necessary” with the basic understanding of “the priority of morality over art”. To render such a standpoint possible, morality based on religion embraces art and softens it. This constitutes the effort leading toward the ultimate ideal of harmonising morality and art.

著者

三浦 武人

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.1975, no.31, pp.39-55, 1975-05-20 (Released:2009-09-04)

参考文献数

80

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Jaspers interprets education in the true sense as a combination of transmission of tradition and the possibility of developing into a self-existence. He finds real substance in the tradition, substance in this context being understood as the nature of the spiritual world producing the spiritual foundations of man, i. e. the thought mode, the faith mode and the life mode. Accordingly, his educational theory can be expressed in other words thus, man is born within a thought mode, a faith mode and a life mode and becomes man by growing within these modes ; furthermore, he not merely assimilates these modes, but becomes a self-existence by examining them critically and by assimilating them in a selective process. Education is the activity of counsciously planning and realising this situation. The modern age is a time when substance desintigrates and when a skeptic eye is turned toward all modes of thought, faith and life. Hence, naturally, education too must fall into a state of confusion. We must search, therefore, after some way in which education in modern times can be restored. Answering this need Jaspers proposes a way of “taking consciously a fresh look at history to re-discover the basis of human existence.” He explores the possibility of restoring true education in the real transmission of the spiritual substance which existed in the past.