巻号一覧
1977 巻 (1977)
- 36 号 p. 1-
- 35 号 p. 1-
1977 巻, 36 号
選択された号の論文の7件中1～7を表示しています
- |<
- <
- 1
- >
- >|
-
その本質と独自性市村 尚久1977 年 1977 巻 36 号 p. 1-20
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーEmerson's transcendentalism requires throughout as ideal image an individual self-content and self-respecting. This claim is strongly reflected also in his view on education (the child), it aims at a point where it becomes a “postulate” of perfect “respect for the child”, and the purpose of this paper is to examine the nature and the basis of that “postulate”. From the fact that Emerson's view of “respect for the child” is quoted extensively as a principle to corroborate Dewey and Parkhurst it my be inferred that these ideas form a starting point of American progressivism and child-centered education.
When the “depth” of Emerson's view is examined analytically along the lines of the method of his thinking (“encounter” and “intuition”) in order to clarify the essence and the peculiar character of Emerson's “Respect for the Child”, it turns out that its acme is the world of “reason, i.e. spirit”. This is an understanding of an extremely symbolic (abstract) nature containing at the same time a universal (truth) meaning, hence on the contrary it has been observed that Emerson's postulate of “respect for the child” contains a hidden radical meaning. When one reflects on the underlying reason, the conclusion is that this postulate possesses an ethical character and that the nature (soul) of the “ideal” is typically American.抄録全体を表示PDF形式でダウンロード (2286K) -
客観的当為から実存的当為へ吉村 文男1977 年 1977 巻 36 号 p. 21-34
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーThis paper attempts to interpret the views of Jaspers on Sollen, and thus to arrive at a deeper insight into moral education.
Jaspers distinguishes the objective Sollen in the common sense from the “Existen tial Sollen”. The former becomes rigid and cannot fulfil a lifelike function. On the other hand, the Existence, in the particular historical situation in which it is located, and when it acts from the necessity of the So-tun-müssen (be forced to act in such a way) turns into the Existential Sollen and the objective Sollen can thus in every situation be grasped anew.
From these considerations we can be lead to understand that as long as moral education repeats only an indoctrination of the objective Sollen, it will be nothing but an inculcation of a rigidified Sollen and consequently provoke the pupil's antagonism. Hence, it is important that the self be aroused to re-act to a particular situation unconditionally from a deep and necessary consciousness, and the self thereby be lead to make an objective Sollen its own (aneignen). For this reason the more the teacher tries in earnest to indoctrinate the pupil with the objective Sollen, the more he ends up in the contradiction that the Sollen becomes rigidified ; it becomes necessary, there-fore, that the teacher enters into a communication with the pupil.抄録全体を表示PDF形式でダウンロード (1600K) -
草稿『野蛮と文化について』を中心に広瀬 俊雄1977 年 1977 巻 36 号 p. 35-51
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーÜber Barbarei und Kultur is an unfinished manuscript and gives the impression of being a continuation of one of Pestalozzi's main works, the Nachforschungen (1797). But despite the fact that it is an unfinished manuscript, it is an important work which cannot be overlooked because it contains many views which may be regarded as further developments of the Nachforschungen. In this paper the author concentrates on Über Barbarei und Kultur and investigates the view of “effort” taken therein. The paper adapts the following plan :
Introduction
I. Laziness and distorted effort
II. True effort. (1) Culture ; (2) Effort towards refinement ; (3) Effort toward development of various faculties
III. Incentives and foundations of effort Conclusion
As H. Schonebaum mentions, Pestalozzi considered “effort” very important as some kind of touchstone for the development of the human nature. But what he consi ders as important is not merely effort in the sense of “being fervent, i.e. not being idle in pursuing some task”. It is rather an effort which in addition can be regarded from a viewpoint of value, i.e. an effort toward “moral refinement”. But this “effort” is not something heteronomous, forced on the individual from the outside, but something autonomous and subjective. According to Pestalozzi “the effort toward the development of various faculties” must be the necessary foundation of this “effort”. Furthermore, in Über Barbarei and Kultur he also discusses the problem of “the incentives of effort” and it is interesting to note the view he takes in trying to organize these incentives by using a “technique”, because this view is an important step in his attempt to formulate a “method”.抄録全体を表示PDF形式でダウンロード (1756K) -
松川 成夫1977 年 1977 巻 36 号 p. 52-56
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (628K) -
稲葉 宏雄1977 年 1977 巻 36 号 p. 57-63
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (794K) -
大浦 猛1977 年 1977 巻 36 号 p. 64-69
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (592K) -
平野 智美1977 年 1977 巻 36 号 p. 70-73
発行日: 1977年
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (413K)
- |<
- <
- 1
- >
- >|