There are theories attempting to interpret Kant's “Pedagogy” as a product of his enlightenment philosophy trying to separate it from his critical philosophy (e. g. Sukeichi Shinohara, “Oshu Kyoiku Tetsugakushi” (History of Western Educational Thought)). The contention of this paper sustained by an examination of the principle of the twofold division which Kant adopted in his “Pedagogy” is that this is not different from the 'critical' method. In this process of examination the author considers as the methodological principles of 'criticism' the following three points :
1. The articulation structure of the dialectic pure reason- “Pure Reason”
2. The analysis and synthesis in the judgment- “Pure Reason”
3. The method of an analytical twofold division and the method of a threefold synthetic division- “Critique of Judgment”
In addition, as a prerequistite condition for the possibility of such an examination, we shall refer to the maxims of Kant's use of words and to his circumspection in the application of educational terminology.
The method of a twofold partition of the positive and the negative, the condition of a twofold analytical division into the natural and the practical and the method of the threefold division in moral education are discussed and we finally arrive at what may be called a fourfold division. When it comes to this point, no formal possibility can brought out, no matter how well Kant's morality is explained and an educational principle in the world of experience cannot be deduced thence, rather the foundation must be sought in common sense, -that is what we maintain.
The main theme of this paper is an attempt to discover a 'critical' aspect in “Pedagogy” through a negative approach to this morality.
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