社会教育研究の方法論についての序論的考察 : 教育学的価値の所在の水準まで掘り下げて

概要

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I think that it is high time that we had to reconsider the whereabouts of the values of the studies about social education and the methodology of them, digging down into the fundamental level. The aim of this paper is to discuss this subject, referring to the general problems of pedagogy. It is very important to ascertain the two main tendencies in postwar pedagogy. On the one hand, there is a point of view that making the oughtness of education clear should be aimed at, first of all, that the role of pedagogy is to conduct educational practice initiatively, and that pedagogical values exist in accordance with educational values. On the other hand, there is a point of view that pedagogy must research education in a relative way, that pedagogical values can be found out in conflicting with educational values, and that the concept of education must be defined, retaining the possibility of containing everything in the level of contents. Taking over these compared views, I discuss what the required and sufficient conditions of pedagogy and andragogy in general are. Disclosing the actuality of education, it is quite necessary that we reexamine the theoretical and practical problems themselves including the methodology inclined to study the ideal of education, although this isn't to deny the stance itself of searching for the oughtness of education.
東京大学の論文
1997-03-31