Empiricism and Systematism within Hypothetical Experimental Lessons:

Based on the Theory of Kiyonobu Itakura Specialized in the History of Science

Abstract

In this paper, based on the arguments of Kiyonobu Itakura, we explore how empiricism and systematism were ‘unified’ within hypothetical experimental lessons. ① Itakura’s critique of empiricism was directed towards the educational method of thematic unit learning and Machism in science education. ② To surpass Machism, Itakura aimed to consider the life experiences of students as a problem and intended to create a “conflict” between “common-sense intuition” and the “logic of science.” ③ The democratization of educational content based on the ‘child-centered’ philosophy, as understood by Itakura as the ideology of empiricism, was realized through this “conflict” and its associated “teaching methods.” ④ While Itakura developed a critique of empiricism, he had a favorable evaluation of its philosophy. Therefore, within the context of hypothetical experimental lessons, the life experiences of students were understood as an important term. In this sense, ⑤ hypothetical experimental lessons were born with the aspect of ‘unifying’ empiricism and systematism. The above points have become clear through the study in this paper.