教育課程改革に対するフンボルトの陶冶理論の今日的意義

―ベンナーによるフンボルト研究を手がかりに―

抄録

This paper analyzes how Bildung theory and educational reform presented by Wilhelm von Humboldt have been accepted and re-interpreted by researchers of modern German, focusing on the series of studies conducted by D. Benner. Humboldt is prominent for his Bildung theory that formulated the mechanism of holistic self-cultivation. E. Spranger in the beginning of 20^th century developed a significant interpretation about Humboldt's Bildung theory. His emphasis about Humboldt's Bildung theory was on "highest" and "most harmonic" development of an individual toward being assimilated to the totality of universe. Benner, however, cast doubt on Spranger's interpretation, stating that his idea thoroughly ignored Humboldt's unique questionings toward modernity, the era of post- French Revolution. Re-interpretation by Benner proposes non-harmonic and specific development of an individual who must keep in touch with the world. He articulates "Interaction" between "I" and "world" is the definitive formula for human development, which premises non-identical relationship between "I" and "world". Benner's re-interpretation paved ways for educational research, including: inquiry on general pedagogical theory, historiography of "Reformpädagogik," and critical analysis of ongoing curriculum reform led by OECD. Examination of how Benner's studies on/through Humboldt are applied in these three realms shows us the significance of Humboldt's theory, and provides us with a critical perspective on current curriculum issues.