教育における心身問題と経験概念 : ライル, パースの知識論の問題設定を中心に

概要

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To constitute the way of analyzing human conduct in theory of education, we cannot help but to suppose the Mind-Body problem behind the relation between knowledge and educational action. Since the concept of Experience covers or comprehends a phase such as the Mind-Body problem, we need to analyze that concept from the viewpoint of history of ideas. Empiricism and Pragmatism can be connected by their common problematics of "Experience", which is concerned with theoretical perspective on human knowledge and conduct. In this paper, theories of knowledge in G. Ryle ("knowing how") and in C. S. Peirce are analyzed placing them on the line of Empiricism-Pragmatism connection. Ryle's theory asserts the concept of "disposition" and "mental-conduct". Peirce's one argues "experience" as "sensation". It is of special importance that both argues from the standpoint of Anti-dualism (Mind/Body) originated in Descartes. The author shows that the significant contribution on the theme of education can be derived from their agument.
東京大学の論文
1990-03-30