巻号一覧
1969 巻 (1969)
- 20 号 p. 1-
- 19 号 p. 1-
1969 巻, 20 号
選択された号の論文の7件中1～7を表示しています
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新人文主義の人間形成論宮寺 晃夫1969 年 1969 巻 20 号 p. 1-17
発行日: 1969/10/15
公開日: 2010/01/22
ジャーナル フリーHumboldt, representative of the new humanism, approached the formation of man liberated from pre-modern social bonds from two sides : first under the aspect of individual formation (=Bildung) resulting from the interaction between man and his environment ; secondly by looking at the problem from the viewpoint of the education (=Erziehung) of the individual as a member of modern society thus raising the formation of the individual to the ideal of Menschheit. Humboldt was convinced that by studying the question of individual formation under those two aspects, it was possible to educate man as a constituent member of the human race while not isolating man from the individual and real development process. This paper attempts to clarify the modern meaning of Humboldt's theory of formation of man by examining the anthropological understanding of man which is the basis of this theory.
His theory of the formation of man became a contributing factor in the theory which underlies modern public education in Germany.抄録全体を表示PDF形式でダウンロード (2316K) -
大内 長子1969 年 1969 巻 20 号 p. 18-32
発行日: 1969/10/15
公開日: 2010/05/07
ジャーナル フリーCreativity consists in the healthy active nature of the human personality as such and the possibility to develop it is common to all men.
The end of education is the development of creativity. Creative education consists in establishing a psychological bond between the creative educator and the educand, and on the basis of this, to draw out the creative potential which lies hidden within the child. However, many conditions exist which tend to obstruct this type of education.
Such conditions are the education for examinations in a school-bound society, the perversion of structure and function of the school, a lack of creative mentality in the teacher, influence of ideas widely spread in society, demands of the industrial and vocational structures, and other factors connected with these obstructing conditions such as the mental structure of the Japanese and the peculiar nature of Japanese society.
In order to carry out creative education while facing these obstacles, all the individual teacher can do is to accept the given situation actively and develop his own vision.抄録全体を表示PDF形式でダウンロード (2232K) -
ヴュルテンベルクを中心にして三隅 義生1969 年 1969 巻 20 号 p. 33-44
発行日: 1969/10/15
公開日: 2010/01/22
ジャーナル フリー“Education for reality” is the effort to form a real spiritual link between the subjective self and the objective other. In this case we must first criticize the phenomenological view of man which deals partially with only one side of reality. “Education for reality” is related to the traditional concept of education and must extend to the harmonious concept of man based on the Greek idea of the continuity of life.
According to Würtenberg, reality is a cosmos and, at the same time, a chaos. This is the unscrutable dispersion and fulness of existence. In the midst of this man must continually reassert his self as a complete man (der Mensch). From this viewpoint “education towards reality” is the attempt to further the never completed task of spiritual creativity.抄録全体を表示PDF形式でダウンロード (1739K) -
衝動と精神辻 誠1969 年 1969 巻 20 号 p. 45-56
発行日: 1969/10/15
公開日: 2010/01/22
ジャーナル フリーMan can by vital self-denial, control his instincts and sublimate them into cultural activity. But the spirit by itself has no power. In order to obtain at least a minimum measure of strength the instinct suppression must be added. However, the spirit does not first come into existence by instinct suppression. The spirit has autonomy and roots of its own.
The spirit while dealing with the organism can evoke various forms of instinctive drives in order to accomplish things which the spirit desires. Instinct and spirit complement one another, and the end of human life is that, by vital self-denial, life may become spiritualized and spirit become vitalized.
This goal can be accomplished only by practicing vital self-denial through occupation with ideals and value contents. Hence straight living and healthy development of life can be realized only when instincts are not forcibly, but naturally, controled. This must be done not by struggling directly against antivalue instinctive behaviour but by directing one's efforts towards a value-orientated goal. Hence the anthropological meaning of educational content consists among others in presenting to the child and the pupil value-orientated goals. If the will is applied to directly denying the instincts, the will is always going to accomplish the opposite of what it desires.抄録全体を表示PDF形式でダウンロード (1631K) -
白石 克己1969 年 1969 巻 20 号 p. 57-71
発行日: 1969/10/15
公開日: 2010/01/22
ジャーナル フリーStatements about man possess either a descriptive or an emotive meaning. Therefore when taken only in their emotive meaning, the scientific information of the descriptive meaning, indispensable for educational practice will be absent. The principal task of education which is not limited to the study of man, is to understand and distinguish these two meanings, in other words to distinguish facts and values.
But even while thus sharply distinguishing, the attempt to deduct value from facts has been criticized as “the naturalistic error” e. g. by G. E. Moore. If value is analyzed developmentally and functionally, it can be unmistakenly deduced from desires and needs. This deduction is called the “naturalistic paradox”, not identical with the “naturalistic error”.
In the study of education, however, if we consider developmental research, the “naturalistic error” does occur. In educational research, however, which studies education where desire and need constantly confront one another, the importance of the “naturalistic paradox” is and must be realized.
It is for this reason that I propose to divide educational research methodologically into educational theory, educational thought, and meta-educational theory. This is the second task of pedagogy.抄録全体を表示PDF形式でダウンロード (2041K) -
長井 和雄1969 年 1969 巻 20 号 p. 72-77
発行日: 1969/10/15
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (710K) -
平野 智美1969 年 1969 巻 20 号 p. 79-91
発行日: 1969/10/15
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (1117K)
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