抄録
In search of the educational means by which the autonomous judgment and the productive activity of the child can be fostered, an attempt was made at the philosophical and anthropological aspect of 'dialogue' based on some particular practice research. Indeed, class teaching which is essentially directed toward an end, aiming at establishing factual relationships, has an aspect which seems to be difficult to be reconciled with a dialogue situation with its open-ended incompleteness and its leisurely character. But is it not possible to combine 'dialogue' in educational and learning activities when one interprets the meaning of 'dialogical' as aiming at an attitude of the thinking subject? In contrast to O. F. Bollnow's theory of 'education toward dialogue' light can be thrown on the problem from the practical and didactic viewpoint of 'through dialogue'.
Through an education stressing a 'dialogical' engagement involving the own and the other personality, a social intelligence transcending the individual intelligence may be formed.
Furthermore, such an education will be an 'education aiming at speaking'. But here a particular and difficult problem of human formation lies hidden in relation to the peculiarly Japanese and oriental type of taciturnity and silence.
