著者

山口 恒夫

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.1974, no.30, pp.1-15, 1974 (Released:2009-09-04)

参考文献数

58

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The concept of “democracy” which was inherent in the republicanism of Thonas Jefferson (1743-1826) at the time of independence and most of all in his educational thought, had at its basis a strong belief in “reason” and “morality” of man who possesses the right of “self-government” as a natural right, and it included originally some kind of moral meaning.According to Jefferson the function of public education was to cultivate “reason” and “moral sense”, universal faculties and endowments peculiar to man, and thus to improve the capability of man for self-government. It consisted on the one hand of elementary ebucation with the purpose of making autonomous personalities out of the people by fostering their autonomous judgment through spreading widely knowledge and the art of reading and writing ; on the other hand it consisted of secondary and higher education with the purpose of training trustworthy leaders ; students with a high degree of morality and intellectual capacity were to be chosen for this level and educated at public expense. The creative element in this educational theory of Jefferson consists in the fact that that he visualized education in connection with political and social problems, developing the human right of self-government and laying the foundations for it by creating the corresponding capacity.

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.1974, no.30, pp.16-29, 1974 (Released:2009-09-04)

参考文献数

33

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There are theories attempting to interpret Kant's “Pedagogy” as a product of his enlightenment philosophy trying to separate it from his critical philosophy (e. g. Sukeichi Shinohara, “Oshu Kyoiku Tetsugakushi” (History of Western Educational Thought)). The contention of this paper sustained by an examination of the principle of the twofold division which Kant adopted in his “Pedagogy” is that this is not different from the 'critical' method. In this process of examination the author considers as the methodological principles of 'criticism' the following three points : 1. The articulation structure of the dialectic pure reason- “Pure Reason” 2. The analysis and synthesis in the judgment- “Pure Reason” 3. The method of an analytical twofold division and the method of a threefold synthetic division- “Critique of Judgment” In addition, as a prerequistite condition for the possibility of such an examination, we shall refer to the maxims of Kant's use of words and to his circumspection in the application of educational terminology.The method of a twofold partition of the positive and the negative, the condition of a twofold analytical division into the natural and the practical and the method of the threefold division in moral education are discussed and we finally arrive at what may be called a fourfold division. When it comes to this point, no formal possibility can brought out, no matter how well Kant's morality is explained and an educational principle in the world of experience cannot be deduced thence, rather the foundation must be sought in common sense, -that is what we maintain. The main theme of this paper is an attempt to discover a 'critical' aspect in “Pedagogy” through a negative approach to this morality.

著者

鈴木 志乃恵

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.28, pp.26-42, 1973-11-15 (Released:2010-01-22)

参考文献数

52

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What is man - this question of anthropology is by no means an arbitrary or aimless one directed toward man, but since it is the fundamental and primary question, the author pursuing this problem by relying on Kant's philosophy intends to clarify somewhat further which problem lies at the basis of this question or must be studied necessarily in connection with it. If Kant's entire philosophy istaken for anthropology, two different kinds of anthropology can be distinguished, one belonging to the field of experience and the other one to the transcendental realm. By studying the structure of Kant's anthropology, the author intended to clarify the foundations of the origin of both types of anthropology and their mutual relationship. It is intended furthermore, to clarify the meaning of Kant's work Anthropology under a Practical Viewpoint, and the basis of Kant's view on education. Kant does not discuss anthropology as a mere instrument of pedagogy, but in his philosophy the possibility of education originates only at the moment when the foundation of a possibility of anthropology emerges. Hence, the study of anthropology was considered necessary to understand Kant's pedagogy.

著者

清水 貞夫

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.1973, no.28, pp.43-48, 1973-11-15 (Released:2009-09-04)

参考文献数

13

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.1973, no.28, pp.49-53, 1973-11-15 (Released:2009-09-04)

著者

溝川 良一

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.1973, no.28, pp.53-56, 1973-11-15 (Released:2009-09-04)

著者

石井 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.1974, no.29, pp.1-5, 1974-05-15 (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.1973, no.27, pp.1-6, 1973-04-30 (Released:2009-09-04)

著者

周郷 博

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.7-14, 1973-04-30 (Released:2009-09-04)

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

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.1973, no.27, pp.23-28, 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

鈴木 慎一

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.1973, no.27, pp.66-70, 1973-04-30 (Released:2009-09-04)

参考文献数

1

著者

甲斐 進一

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.1973, no.27, pp.71-76, 1973-04-30 (Released:2009-09-04)

参考文献数

5

著者

ヴァルター ドレーアー

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.28, pp.1-13, 1973-11-15 (Released:2009-09-04)

参考文献数

26

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今日、「人間学」という概念は好んで使われる流行概念になっている。さまざまな個別科学がこの概念を使用するのは、この概念によってどのような形で理解された人間学であれ、個別諸科学の経験的な研究成果の人間学的な解釈を求めているのだ、ということを言い現わすためである。こうして、文化人類学 (Kulturanthropologie) と並んで、生物学的=、医学的=、社会学的=、心理学的=、および神学的人間学が確立されてきたのである。教育科学の内部においても同じように、このような『内部的な固有の人間学』 (Binnenanthropologie) が作り出されたのである。つまり教育的人間学である。以下において、教育的人間学が哲学的人間学に対してどのような関係にあるかを概略的に指摘することにしたい。その際に、私たちは多少詳しく哲学的人間学に論及し、そこから教育的人間学のいくつかの問題に対する展望を得ることにしたい。

著者

宮寺 晃夫

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.1973, no.28, pp.14-25, 1973-11-15 (Released:2009-09-04)

参考文献数

23

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The attempt is made in this paper to clarify with reference to various theories of Niemeyer, the concept of didactics in 18th century Germany concentrating on its relation to “education.” During the 18th century didactics as an educational method meant chiefly “transmission of knowledge”; Niemeyer, while folluowig this traditional interpretation, further clarifies the educational meaning of teaching. Teaching is an activity by which the understanding of the child is promoted ; it is an act, furthermore, intended to form thereby moral judgment within the child. In fact, the educational effectiveness of teachings is called into play only and always through the child's power of comprehension, i. e. indirectly. But Niemeyer discovered in this indirect effectiveness the real educational value of teaching.This interpretation of teaching forms one of the premises to Herbart's “pedagogical didactics”.

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

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

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.