教育におげる「作業」 (Arbeit) の理論的検討

ケルシェンシュタイナーの「作業」観の二面性を分析して

抄録

Up to the present, the evaluation of Kerschensteiner's. Arbeitssehule was divided into two opposing views, either fully supporting, that idea (e.g. Spran-ger) or totally rejecting it (Hohendorf); almost no dialague was carried. on between those two positions. In this paper I try to prove that Kerschensteiner's view on Arbeit includes the following rather differing, elements and that in different periods of his life there was a shift from stressing, this rather than the other element (i. e. his view on Arbeit as such changed).
First, in his earlier works (Die Schule der Zukunft eine Arbeitsschule, 1908) Arbeit means an importhant method for setting, free the subjeotive “sel-acitivity” (Selbsttätigkeit) of the child, furthering the autonomy of both“living”(Leben) and “learning”(Lernen) (Arbeit as a methodological principle of self-activity).
But in the 6, th edition of the Begriff der Arbeitsschule this position is evidently revised shifting toward the postulates of civic morality. Secondly, that is, emphasis is put on the principle of Sachlichkeit, i.e. (1) on the development of the power to work and (2) on its nature as a useful instrument for forming the character trait (Will) of readiness to serve. It is probably here that the “Idea of disciplined work” in the sense of moral education arose.
By way of conclusion I maintain that Kerschensteiner's theory of the Arbeitsschule is not to be treated in terms of an alternative as in the past, either accepting it unconditionally or rejecting it in toto, but that it is to be reconsidered and reevaluated anew after grasping accurately. the two different aspects of Arbeit.