教育学における「自然主義的誤謬」

抄録

Statements about man possess either a descriptive or an emotive meaning. Therefore when taken only in their emotive meaning, the scientific information of the descriptive meaning, indispensable for educational practice will be absent. The principal task of education which is not limited to the study of man, is to understand and distinguish these two meanings, in other words to distinguish facts and values.
But even while thus sharply distinguishing, the attempt to deduct value from facts has been criticized as “the naturalistic error” e. g. by G. E. Moore. If value is analyzed developmentally and functionally, it can be unmistakenly deduced from desires and needs. This deduction is called the “naturalistic paradox”, not identical with the “naturalistic error”.
In the study of education, however, if we consider developmental research, the “naturalistic error” does occur. In educational research, however, which studies education where desire and need constantly confront one another, the importance of the “naturalistic paradox” is and must be realized.
It is for this reason that I propose to divide educational research methodologically into educational theory, educational thought, and meta-educational theory. This is the second task of pedagogy.