巻号一覧
1971 巻 (1971)
- 24 号 p. 1-
- 23 号 p. 1-
1971 巻, 24 号
選択された号の論文の8件中1～8を表示しています
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E・カツシラーの象徴主義による考察山田 三雄1971 年 1971 巻 24 号 p. 1-13
発行日: 1971/12/15
公開日: 2009/09/04
ジャーナル フリーIn E. Cassirer's Philosophy of Symbolic Forms (Philosophie der symbolischen Formen) meaning constitutes reality in coexistence with the sensible.
The symbolic act possesses three forms, i.e. expression, intuition and concept; the mythical as an act of expression comprehends reality as the world of quality. In contemporary intellectual life, the tendency of giving free rein to the mythical must be deplored However, the mythical as a means of expression for a child in its state of development opens up important research topics.抄録全体を表示PDF形式でダウンロード (1997K) -
佐々木 俊介1971 年 1971 巻 24 号 p. 14-26
発行日: 1971/12/15
公開日: 2009/09/04
ジャーナル フリーIn this paper an attempt is made to examine the sequence of various propositions in the pursuit of inquiry and thus to investigate patterns in the theory of inquiry in a more concrete form than was done in Dewey's “five phases”.
Various propositions appear at the initial stage of inquiry because the problem can be clarified only by collecting data. In the following stage, the problem is stated in the form of a doubt expressed in a particular proposition, a singular proposition, a generic proposition and a universal proposition, thus determining the course of the subsequent inquiry to its conclusion. Once the problem has been established various tentative ways of solving it will present themselves ; these are sorted out by the disjunctive proposition and then examined one after another. During the process of examination the meaning of the hypothesis is inferred through the universal proposition and expressed in a hypothetical proposition. This is then related to reality to judge whether it is adequate ; if it turns out to be inadequate, it is returned to the point of the disjunctive proposition by means of a negative proposition. The same process is repeated until the answer is fond.抄録全体を表示PDF形式でダウンロード (1770K) -
原 聡介1971 年 1971 巻 24 号 p. 27-42
発行日: 1971/12/15
公開日: 2010/01/22
ジャーナル フリーヘルバルトが、特にフィヒテをやり玉にあげながら、そのIdealismusに対するRealismusを自己の理論的立場として明確化しようとしたことは周知のことである。そのことをもっともよく示すのはフィヒテの『ドイツ国民に告ぐ』 (1806-7) の批判としての『教育学とIdealismusとの関係について』 (1831-2) であるが、その他若干の作品を参考にして、ここでは、フィヒテの国民教育論にもひとつの解釈を与えながら、ヘルバルトの教育学のRealismusのありかたに立ち入ってみたい。そして、そのことを通じて、一般に近代教育思想におけるIdealismusとRealismusとの関係づけについて、若干の手がかりを得たいと思う。抄録全体を表示PDF形式でダウンロード (2092K) -
高田 熱美1971 年 1971 巻 24 号 p. 43-58
発行日: 1971/12/15
公開日: 2009/09/04
ジャーナル フリーIn no other period has the problem of value in education met with so much confusion as in modern times. In our search towards a solution we have turned our attention to Adam Smith.
In his economic theory Smith appears to support self-love, but this is true only within historical limits. Hence the problem of the unlimited immorality of self-love remains. As a means to overcome this, Smith proposes the ideal of the value of labour. This ideal is further supported by the even higher ideal of men. This is what Smith called sympathy.
Sympathy is a kind of pity and consists in reducing one's neighbours' pain by making it one's own.
This ideal underlies all of Smith's thought, and accordingly education is nothing but the effort to realize this ideal.抄録全体を表示PDF形式でダウンロード (1982K) -
春山 浩司1971 年 1971 巻 24 号 p. 59-74
発行日: 1971/12/15
公開日: 2010/01/22
ジャーナル フリーLocke has been chosen as an example of the consequences of the concept of “freedom in education” in the history of thought, for this is considered one of the most fundamental concepts in modern education. Because Locke treats the theory of freedom in various areas, it is first of all necessary to establish the viewpoint for arranging and analysing these areas. The two systems of coordinate axes of essential and functional freedom on the one side, and of individual and social freedom on the other, were determined. Furthermore, on the logical coordinate field resulting from the combination of these coordinate concepts various aspects of freedom, such as pedagogical freedom, epistomological freedom, religious freedom, civil freedom, are analysed and clarified as regards their fundamental nature. This analysis enables us to seek the meaning of freedom of education and visualize the essence of this concept. By way of conclusion it can be said that freedom according to Locke is a functional and individualistic type of freedom, and as a result freedom of education reflects social status presented in a twofold manner ; this freedom may be visualized as a double feedback of individual self-control and of restriction by state power. Furthermore it may be seen that Locke guaranteed the individual character of education by the thorough formation of the intellect through educational content.抄録全体を表示PDF形式でダウンロード (2188K) -
シュミット=コバルッキー W1971 年 1971 巻 24 号 p. 75-88
発行日: 1971/12/15
公開日: 2010/05/07
ジャーナル フリーPDF形式でダウンロード (1903K) -
西ドイツにおける教授学研究の動向吉本 均1971 年 1971 巻 24 号 p. 89-92
発行日: 1971/12/15
公開日: 2009/09/04
ジャーナル フリー1. The background of didactic research
At present the interest in didactic research in educational circles of West Germany is increasing at an extraordinary rate ; the following points may be mentioned as background to this development :
(a) The problem of the chasm and the spirit of rebellion between the traditional German didactic theory and the daily school practice, together with the self-reflection of German didactic theory on this situation.
(b) The problem of how to stimulate and how to overcome the complacent mood in regard to educational practice within the schools.
2. Models of didactic research
The viewpoint and the situation of didactic research in West Germany can be judged by the fact that it is expressed in such terms as “from formation theory to cybernetics”.
Hence as a matter of principle the following three research models can be distinguished :
(a) The model of the communication theory
(b) The model of the learning theory
(c) The model of the formation theory
Thus, the didactic theory in West Germany suffers intensely as it stands between the formation theory and cybernetics, between hermeneutic contiguity and learning goal taxonomy.抄録全体を表示PDF形式でダウンロード (608K) -
久木 幸男1971 年 1971 巻 24 号 p. 93-95
発行日: 1971/12/15
公開日: 2009/09/04
ジャーナル フリーPDF形式でダウンロード (325K)
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