教育における「善さ」の構造 (一)

問題としての「善さ」

抄録

In all enunciations concerning education, the terms “good” or “not good” are very frequently used, in fact statements on education cannot be made without reference to these concepts. Thus it is obvious that attention in educational research should be directed toward a closer examination of the term or the concept of goodness.
However, in fact, this kind of attention is lacking among present-day resear-chers : the first point made in Part I of this paper is that this situation is not as it ought to be.
On the other hand, a number of attampts were made, especially since the time of G. E. MOORE, by persons not necessarily qualified as educational researchers, to determine the concept of “goodness” : the second point of Part I of this paper is to show that such attempts, from the viewpoint of interest of the educational researcher, have remained somewhat unsatisfactory.
Hence, the third point made in Part I of this paper is that for the educational researcher it is necessary to approach the problem of “goodness” not only as a general research problem of “goodness”, but that an attempt is called for to determine its nature also from its own standpoint, i. e. from the point of view of educational research.
In the future, the author plans in a Part II to attempt a new clarification of the concept of “goodness”.