教育における「善さ」の構造 (二)
構造としての「善さ」- (上)
1976 年 1976 巻 33 号 p. 50-64
詳細
1976 年 1976 巻 33 号 p. 50-64
Defining “goodness” we may say “goodness” is a word as a symbol for the structural actions of some of mechanism with which man is internally endowed.
The structural operation with which man is internally endowed, is some type of activity which requires simultaneous fulfilment of the four needs of “reciprocity”, “usefulness”, “non-contradiction” and “beauty” ; when these function can be judged temporarily satisfied, a state is reached to which the expression of “goodness” applies.
Hence, what is called “goodness” cannot be grasped by a simple realistic way of thinking- “goodness” existing as reality. Neither can it be explained sufficiently by some sort of nominalistic thinking- “goodness” as just a word for some kind of feeling.
It is clear, then, that the fundamental problem of education, i.e. to make children “good”, contains some deep relation to this problem of understanding the meaning of “goodness”.
