教育におげる「善さ」の構造 (三)

構造としての「善さ」- (下)

抄録

“Goodness” is understood as a signal expressing the simultaneous satisfaction of the 4 needs of “reciprocity”, “effectiveness”, “unreservedness”, “beauty” with which all men are equally endowed : this is an interpretation of “goodness” suggested in this paper.
If this proposition is valid, it follows that education, i.e. the endeavour to make the child “good”, must concentrate on activating this structural mechanism inherent in the child. Furthermore, from this point of view, various theories and discussions concerning education must be subjected to a fundamental critical upraisal examining whether they are built on this understanding of “goodness”.
In this sense, in this paper several educational theories are critically examined. In particular, as a typical example of critical examination, the recent theory of L. Kohlberg on moral education was chosen as a theory which lacks a satisfactory scrutiny of “goodness”