巻号一覧
1967 巻 (1967)
- 16 号 p. 1-
- 15 号 p. 1-
1967 巻, 15 号
選択された号の論文の5件中1～5を表示しています
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新約聖書の場合 (一)石井 次郎1967 年 1967 巻 15 号 p. 1-18
発行日: 1967/04/25
公開日: 2009/09/04
ジャーナル フリー(1) The achievements of the recent studies of the New Testament have shown that it is after all possible, though still with some reservations, to approach 'the historical Jesus'. Among his historical activities was included a duty or function as a teacher.
(2) Jesus had an aspect as an 'Israelite rabbi', he was 'one sent from God' to teach, and to lead people to, 'the way of God' and 'the way of Truth'.
(3) His mission was that of the 'final teacher'; that is, 'the teacher of Truth' and 'the teacher of Righteousness' entrusted with the mission of the final revelation.
(4) Jesus was, in that capacity, 'the witness of Truth' and 'the channel of Truth'.
(5) A symbolic figure most appropriate to show his duty as a teache is that of a shepherd. There are several implications in this figure; (a) one who leads people to Life ane Truth; (b) a shepherd who endlessly lowers himself to seek after and bring back a lost sheep; (c) one who sacrifices even his own life for the sake of his herd; (d) the shepherd and his sheep are united with each other in trust and understanding -he knows them, and they listen to his voice and follow him in confidence and love.抄録全体を表示PDF形式でダウンロード (1781K) -
三上 茂1967 年 1967 巻 15 号 p. 19-33
発行日: 1967/04/25
公開日: 2009/09/04
ジャーナル フリーThe purpose of this paper is to expound Thomas Aquinas's theory of 'the acquisition of knowledge' (acquisitio scientiae), paying particular attention to his treatise on a teacher, De Magistro.
Thomas gives two things as the prerequisites for the acquisition of knowledg -'the light of active intellect' (lumen intellectus agentis) and 'principles' (principia)- and discusses them in relation to the 'pre-existing knowledge' (scientia prae-existens). But this pre-existence is not to be regarded as suggesting precedencei n time; rather, we should interpret it in logical terms.
On the other hand, Thomas maintains that the acquisition of knowledge is made by two means, that is, 'discovery' (inventio) and 'learning through training' (disciplina). This implies that teachers and students belong to a same order in a sense, while in the other sense they are at different stages. By making this point clear, Thomas definitely gives a teacher his proper place in his relationship to the students as well as to the process of the acquisition of knowledge.抄録全体を表示PDF形式でダウンロード (1892K) -
西村 皓1967 年 1967 巻 15 号 p. 34-49
発行日: 1967/04/25
公開日: 2010/01/22
ジャーナル フリーExistentialism is essentially an expression of a spiritual movement originating in a deep doubt and reflection upon the modern predicament of man. The radically new idea of man it presents is often fundamentally contradictory to traditional interpretations of human nature, and it compels us to reexamine our own view of humanity in a completely new light. Naturally it also comples us to reconsider our whole conception of the meaning and purpose of education.
But what is usually called under the vague name of 'existentialism' is not a single, unified system or school of thought; it is in fact a group of divergent types of thinkers, common in some respects, but in other aspects sometimes widely different from each other. Indeed here is included even such an attitude as denies the very possibility of education. None the less, considering the importance of existentialism in the modern intellectual world, we cannot, and should not, evade the task of examining whether, and in what respects, existentialialism can have positive bearings upon educational ideas. To attempt to consider this problem is the purpose of this article.抄録全体を表示PDF形式でダウンロード (1805K) -
人間生成の問題に即して朝倉 哲夫1967 年 1967 巻 15 号 p. 50-64
発行日: 1967/04/25
公開日: 2010/01/22
ジャーナル フリーThere are two aims in this article.
The first is to examine the significance of Karl Jaspers's 'philosophy of communication' in the context of the European intellectual tradition. According to Jaspers, the crisis of the modern existence is due to the disintegration of the dualistic principle which has been the basis of the whole European thought and culture. That is to say, European philosophy has relied upon the balance or harmonious tension between dualistic, complementary values, such as earthly and unearthly, infinite and finite, active and passive, personal and impersonal, and so forth. But the increasing denial of the latter values of these couples and unrestrained affirmation of the formers has resulted in the present crisis. The signficance of Jaspers's philosophy of communicanion, based on the recognition of the 'boundary' or 'extreme situation' (Grenzsituation), lies in the point that it successfully restores the lost harmony between these dualities.
The second purpose of the paper is to consider the significance of human education in the boundary situation. The true recognition of this situation will enable us to grasp the real, existentialistic condition of man; that is, the definition of man as a being that, from its own nature, seeks for the 'communication' with the supernatural. Such grasp of human nature alone can make it possible for each existence to establish, instead of a merely objective and superficial relationship, a really subjective, personal and meaningful communication or encounter between themselves.抄録全体を表示PDF形式でダウンロード (1646K) -
W・フリットナー教育学の吟味小笠原 道雄1967 年 1967 巻 15 号 p. 65-76
発行日: 1967/04/25
公開日: 2009/09/04
ジャーナル フリーIn his Self-Understanding of Pedagogical Science in the Present Age (Das Selbstverständnis der Erziehungswissenschaft in der Gegenwart, 1958), Wilhelm Flitner has defined the fundamental characteristic of pedagogy as science as 'hermeneutic and pragmatic'. This attitude maybe interpreted as belonging to that of so-called 'world in-between' (Zwischen-welt), where the factual empirical is so to speak, dialectically united with the theoretical and dogmatic.
It seems that this definition, in spite of many problematic points it contains, is rapidly gaining ground in Germany, and becoming a well-established concept. However, although Flintner himself has repeatedly warned its danger, the lack of proper understanding and due caution in applying this concept to the actual procedure has given rise to various difficulties or confusions in the study of pedagogy. Therefore, we should examine, first, the fundamental principles of this theory, and secondly, where its problems or dangers are found.
The content of the paper may be summarized under following items; (1) the general examination; (2) Döpverwalt's criticism of Flitner; (3) the discussion of the 'pedagogical responsibility' (die Pädagogische Verantwortung) as an important factor in the 'world in-between'; and (4) Werner Linke's criticism of Flitner's theory, together with the problems lying in the criticism.抄録全体を表示PDF形式でダウンロード (1425K)
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