1980 Volume 19 Pages 78-82,183
Introduction-from a field of music education-by Umemoto
First, the relative weight of environment and he-redity as variables on the formation of sentiments was assessed in order to estimate the possibility and range of sentiment education. In music education, for instance, there are evidences indicating that development of sense for harmony are very much influenced by environment, while sense to rhythm shows high heritability.
Second, the purpose of sentiment education was discussed from a Psychological viewpoint. A person who is sensitive to the beauty of music and paintings is usually keen to sentiment education because such a personality has deep insight of the world.
Sentiment education and the psychology of ‘calligraphy’ by Tsushima
Tsushima summarized the history of education of calligraphy in Japan, and criticized the Japanese education which has been treating calligraphy as a teaching technique of copying. He stressed the meaning of the art of calligraphy as personality formation and how it had been esteemed in the history of arts in China and Japan.
Concerning the education of moral and religion by Jinbo
Jinbo reviewed the present status of religious attitude of Japanese children, and mentioned the recent trend which showed slight move from indifference to positive attitude toward religion. Several characteristics of Japanese children concerning religious phenomena were also discussed.
Concerning early education by Nagura
Nagura stressed that tha education for sentiment and feeling in early education should not be incompatible with the education for cognition. It should be organized from a standpoint of personality development or humanity formation.
From observations of classroom-teaching in art by Inagaki
Inagaki, based on the materials gathered by the teachers in primary schools in Tokyo, summarized the three year development of children's paintings through teachers' guidance. Especially stressed was the fact that the education of art contained important clues to assess the quality of classroom teaching.
Sentiments from a standpoint of cognitive psychology by Hatano
Hatano explained the concept of schema and its usefulness in interpretation of sentiment education. He argued that there were many local and meta-schema in sentiment education, which were not necessarily treated as idiographic processes.
Discussion were made especially on the use and misuse of sentiment education, and its compatibility with cognitive education.
