教育哲学研究

教育学の教育と研究について

理論と実践に関する若干の管見

松本賢治

1971 年 1971 巻 23 号 p. 1-16
発行日: 1971/05/20
公開日: 2009/09/04

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1971.1

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The importance of education is more discussed today than ever before. Nevertheless, the reform of the content of teachers' training, an integral part of education has not advanced at all. Engaged in both research and education in the field of pedagogy, the author has tried to examine critically the fundamental problems of pedagogy as such.
Pedagogy as a science must first of all focus its attention on educational reality. It must obtain a firm hold on the object of educational reality and face it squarely. The same applies just as much to educational practice. However, practice a such in pedagogy must be included as an object, and this is the task of pedagogy. Otherwise, it ends up in mere literary study and loses its autonomy as an independent seience.
Pedagogy must closely cooperate with educational practice-this is an essential condition for the progress and development of both. This is the author's point of view and he has tried to tackle the problem in a somewhat concrete fashion.

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ペスタロッチーにおける宗教的試練の意義

森川直

1971 年 1971 巻 23 号 p. 17-30
発行日: 1971/05/20
公開日: 2009/09/04

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1971.17

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In this paper an attempt is made to clarify the problem of Pestalozzi's self-confi dence and conviction as educator by examining the meaning of the “ordeal” in his life. First of all the actual event, nature, and meaning of the ordeal in his life are studied by analysing his letter of October 1, 1793, addressed to Nicolovius ; this letter is interpreted as “the confession of a believer in the midst of an ordeal”. Furthermore, by examining the character of Grüphi in the third edition of Lienhard and Gertrud, the peculiar problem of the ordeal of the educator is discussed. Finally, we have tried to show how serious a problem the ordeal is for the educator and how important the meaning of the ordeal is in leading him to real self-confidence and conviction as an educator.

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E・トレルチにおける文化綜合と人格の概念

杉浦太一

1971 年 1971 巻 23 号 p. 31-45
発行日: 1971/05/20
公開日: 2009/09/04

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1971.31

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Troeltsch understood the problem of “Personal spiritual formation” in terms of a normative science implying a realistic approach to histopy, i.e., as the “cultural synthesis of the modern age” and the structure of “realistic philosophy of history”. This is presented as a combination of experimental theory and aprioristic thinking, as a synthesis of real cultural values each in its turn, on the basis of an axiological analysis of human life. In other words, it is the synthesis in “present time” of conscience, i.e., the formal norm of personal morality and the material norm of cultural values. Basing his thought on religious values, Troeltsch develops his ideas as a theory of “harmony” between the “two kinds of absolute validity”.

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「民主革命期における英国」についての研究の動向

スコットランド夏季講座報告

岩田朝一

1971 年 1971 巻 23 号 p. 46-49
発行日: 1971/05/20
公開日: 2009/09/04

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1971.46

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