巻号一覧
1968 巻 (1968)
- 18 号 p. 1-
- 17 号 p. 1-
1968 巻, 18 号
選択された号の論文の6件中1～6を表示しています
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是常 正美1968 年 1968 巻 18 号 p. 1-13
発行日: 1968/10/20
公開日: 2009/09/04
ジャーナル フリーAmong those who are in favour of reviving, maintaining or further developing the scientific dignity of pedagoics, no one reflecting on this matter will refuse to take recourse to G.F. Herbart. However, Herbart's pedagogy since the criticism voiced by P. Natorp until today has been continuously criticised. As a consequence Herbart's pedagogy in general tends to be considered as a “dead” pedagogy belonging to the past.
Starting from these considerations this paper attempts first to render a faithful account of H. Nohl's 1948 lecture “Der lebendige Herbart” which is considered as one of the postwar fundamental pieces of research concerning Herbart; then while giving a summary of various types of studies on Herbart, on one hand the attempt is made to clarify the author's own position concerning research on Herbart, and on the other to open up new vistas concerning Herbart's pedagogy. Thus we hope to contribute to the fulfilment of a need to examine its scientific and historical meaning, in particular, from the point of view of research in educational philosophy.
Little is said by the author in this paper concerning problems which touch on the relation of Herbart to J.H. Pestalozzi and F.W.A. Froebel. Great care, however, has been taken in stating what others are saying on this point. It is quite possible that this point did not possess any major significance in the mind of H. Nohl, however in the author's recent book “The Research on J.F. Herbart 1966”, this was a matter of great interest. And on just this point, the author feels one of the major problems concerning future research on Herbart.抄録全体を表示PDF形式でダウンロード (1718K) -
ナショナリズムと教育の問題を中心として金子 光男1968 年 1968 巻 18 号 p. 14-33
発行日: 1968/10/20
公開日: 2009/09/04
ジャーナル フリーAccording to Russell the aim of education is the important task of improving human nature and by doing so to reform society. However, in fact, education is frequently used by political power and the child is easily turned into a tool for political purposes. Russell called this “education as a political weapon” and analysed the structure of nationalism hidden therein. Indeed, nationalism is of a hostile and bellicose nature and includes a religious factor instilling in the hearts of people a wrong kind of patriotism. He purifies nationalism and on the basis of a cultural viewpoint favors a liberal education (education for freedom) to counteract political power and he stresses strongly the formation of a critical spirit which is able to distinguish clearly right from wrong. Here his ideal image of man is formed against the background of intelligence based on vitality. At this time of trying ordeals, only from what Russell callead “Education which makes man sane” can we expect that man will be delivered from his insanity, recover his former self and be able to build a new society.抄録全体を表示PDF形式でダウンロード (2669K) -
『教育論』における彼の教育観を中心に市村 尚久1968 年 1968 巻 18 号 p. 34-51
発行日: 1968/10/20
公開日: 2009/09/04
ジャーナル フリーEmerson appeared on the scene of American social and cultural history not as a representative of educational philosophy but as a great thinker of the New England school of transcendental thought. While he is the author of an essay “Education”, the foundations of his thought must be sought in the development of his ideas which are to be found in his representative works as a philospher of transcendentalism and are incorporated in his books “Nature”, “The American Scholar”, “Spiritual Laws”, “Self-Reliance”, “Over-Soul”, etc. Hence in this paper we shall clarify the methodological characteristics of Emerson's way of thinking in terms of Emerson's thought in general, i. e. his “intuition”. Furthermore the investigation starts by examining the way in which he interprets “nature”. We have tried to clarify the nature of the goal and method of education of “Man” in Emerson's thought, using as an approach to this problem his educational philosophy as it is by way of conclusion expressed in his “Education”. In doing so we have always endeavoured to discuss the problem within the framework of Emerson's system of thought as a whole. While proceeding on the road of an integrated study of Emerson's educational thought we were able to indicate some problems which still wait for a solution, such as; the influence on Emerson's thought by Russell, Pestalozzi etc. ; the roll Emerson's thought played in the development of “The New Education” based on the principle of pragmatism etc.抄録全体を表示PDF形式でダウンロード (2559K) -
竹田 清夫1968 年 1968 巻 18 号 p. 52-66
発行日: 1968/10/20
公開日: 2009/09/04
ジャーナル フリーSuggestions were made many times concerning the view that educational content must be centered on the structure of each teaching subject, and furthermore, that the course of studies of each subject must conform to the structure of each subject. However, several problems remain to be examined in this connection.
Bruner maintains that the aim of education is the transmission and creation of culture and he directs his attention exclusively to the efficient skill and method by which this aim can be secured. Of course, these are also important factors, and the reputation of Bruner rests on the results of his research conducted along these lines. However, the problem facing educational curriculum since the beginning of the twentieth century has been precisely the realization that the transmission of culture as culture has not necessarily produced the ability to cope successfully with the problems posed by social life.
Even the concept “Structure of a Subject” as such is not quite clear. The relation between the structure of a subject and the structure of a discipline and in addition, the structure of a discipline as such need de further examined.
To take into account the structure of a subject in teaching little children implies taking a positive view on readiness. Here lies the value of Brvner. His research concerning skill and method, and skill and planning in teaching the structure of a subject under these suppositions deserves great attention.抄録全体を表示PDF形式でダウンロード (2119K) -
ゲオルク ガイスラー1968 年 1968 巻 18 号 p. 67-85
発行日: 1968/10/20
公開日: 2009/09/04
ジャーナル フリーThe strongest determining factor regarding the problem of peace is the power of politics. Peace in a political sense is maintained by the balance of power. The function of education in regard to peace is not as direct a one as the function of political power, rather it must advance to the level of a decisive reform of man as such.
It is well known that Pestalozzi in his “Nachforschungen” describes the three conditions of mankind as the natural, social and moral. The modern relevance of Pestalozzi's educational thought lies in the fact that he did not neglect from a viewpoint of educational anthropology the natural condition of man. In particular he pointed out that the ideal of peace will remain on the level of a castle in the air unless it fulfils the natural needs.
Furthermore we must go a step beyond understanding the educational anthropology of Pestalozzi and by theorizing realistically we must introduce concretely into education the problem of how to utilize for peace the abundant energy of youth as well as the problem of education for international mutual understanding. But in the last analysis, nurturing the desire for peace based on insight through human reason is of decisive importance. This is the insight that peace is of the utmost necessity in our modern times.抄録全体を表示PDF形式でダウンロード (2621K) -
杉谷 雅文1968 年 1968 巻 18 号 p. 86-87
発行日: 1968/10/20
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (357K)
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