Studies in the Philosophy of Education

Studies in the Philosophy of Education

Online ISSN : 1884-1783
Print ISSN : 0387-3153

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Issue 49 Pages 1-

Volume 1984, Issue 49

Displaying 1-15 of 15 articles from this issue

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 1-4
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.1

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 5-12
Published: May 10, 1984
Released on J-STAGE: January 22, 2010

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.5

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 12-16
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.12

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 16-20
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.16

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[title in Japanese]

[in Japanese], [in Japanese]

1984 Volume 1984 Issue 49 Pages 21-22
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.21

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 23-26
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.23

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 26-30
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.26

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 30-34
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.30

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 34-37
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.34

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 38-41
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.38

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The Essence and the Pedagogical Meaning of Wandern

Masahiro Yamamoto

1984 Volume 1984 Issue 49 Pages 42-56
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.42

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The German youth movement at the beginning of the 20th century is generally interpreted as a movement of cultural criticism and as a spiritual movement exposing the petrified contemporary bourgeois culture. But this view fails to explain sufficiently the peculiar characteristic of this movement. The most radical and all-pervading common expression of the youth movement was definitely Wandern in nature. The Wandern activity as such contitutes the original characteristic of the youth movement. Aimlessness is the basic element of Wandern and it possesses a peculiar brightness and serenity of its own. Thus Wandern makes man turn to the fountains of life. As far as cultural criticism is concerned it has been pointed out that Bildung had become separated from the subject and thus become externralized; the youth movement, aware of this criticism, strove after an internalization of the world through a return to the springs of life. Only in this way true Bildung as the internal form of life can be conducted.

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A Re-examination of Dewey's 'Theory of the Aim of Education'

Hiroo Kaga

1984 Volume 1984 Issue 49 Pages 57-71
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.57

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It seems that Dewey's theory of the aim of education stressing 'growth' as the ultimate aim of education, is widely known and to a certain degree recognized. On the other hand, the meaning of growth is still ambiguous so much so that it may even be regarded as a mere slogan in education-a catchword without cognitivemeaning. In fact, such a paradoxical situation is partly due to ambiguities in Dewey's theory of the aim of education criticized by essentialists and reconstructionalists.
However, on close examination, it becomes clear that many criticisms are put forth because of serious misunderstandings concerning Dewey's theory of growth; Dewey's theory of growth as the aim of education was built on the basis of thephilosophical foundations of his thought, a fact ignored in criticisms mentioned above. Hence, in this paper I would like to clarify the structure of Dewey' s theory of the aim of education with special emphasis on two of its aspects : the ultimate aim and the general or comprehensive aim in education.

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 72-75
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.72

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 76-79
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.76

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[title in Japanese]

[in Japanese]

1984 Volume 1984 Issue 49 Pages 80-85
Published: May 10, 1984
Released on J-STAGE: September 04, 2009

DOIhttps://doi.org/10.11399/kyouikutetsugaku1959.1984.80

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