教育心理学における文化の問題

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It may safely be said that educational psychology is psychological approach to solve the problems of education. I regard the problem of education as that research on education is to find the educational problem and to devise some means of solution to them. As method of general psychology, three propositions are taken into account. The first : the structure of consciousness awared by introspection of one's own experience. The second : the significance of mind understood by interpretation of manifestation. The third : the formation of life organized by operation of behavior. These three propositions show the three realms of research on psychology, however, they are taken as the logical development of psychological methods. I call it as the co-ordinates transposition of meaning in psychology. I think that the co-ordinates represented by the first proposition indicates the system of meaning in psychological experience, the second one the system of significance, and the third the system of value ; then that concept of culture is able to be recognized in the system of value. The co-ordinates X and Y indicate the content of experience (X) and the temporal relation (Y). The system of meaning would be expressed in co-ordinates in which X=self, Y=time. Self contains the relation of ego (+X) and anti-ego (-X). Time implicates the relation of future (+Y) and past (-Y). The system of significance in which X=alter ego, Y=genesis, besides, +X=behavior, -X=symbol, +Y=development, and -Y=tendency. In the system of value X=society, Y=history. Society contains the relation of role (+X) and culture (=X), and history implicates the relation of ideal (+Y) and reflection (-Y), these correspondences make four plaine ; responsibility (+X, +Y), dentiny (+X, -Y), innovation (-X, +Y), and tradition (-X, -Y). Educational psychology is a scientific operation that is to study the possible social roles of individuals to perform, considering personality and its development of human nature detected through interpreting and understanding the other's manifestations according to the relationships of culture and role in human life through which personality is formed. The study of personality in educational psychology may make an issue of only the diagnosis of personality but also the therapy of it. The treatment of therapy is done on the need of life to call for it. In medical treatment, on the one hand, health against disease may be regarded as a criterion of its evaluation, in educational therapy, on the other hand, mental health that would have to be diagnosed from necessity of life or social need. As the necessity of life, however, is divided as to individual's life need, how comes the criterion of evaluation to be laid down? This raises the problem of culture and role. As for the methodology of educational psychology, formation of personality or building up a character whould be handled as method of guidance that let an individual perform his social and cultural role in history. The method of guidance is being studied as psychology of learning, but in that case, psychological research on teaching subjects or materials as learning conditions becomes an issue. This is studied regarding as psychology of teaching subjects, for the method, that requires the conditioned genetic method which takes the teacing materials for learning conditions, and for that methodological study, we should come to grips with the problem of relationship of teaching materials as culture and formation of pupil's personality. This is the educational psychological operation of social action that must be a technological operation for the formation of personality, but an interpreting operation for understanding of manifestation of others. And moreover, in carrying on the operation, operator must be the man who discharge his educational duties as psychologist involved in educational activity, just like physician as medical scientist. Here is intergration of theory and practice. But in that se
日本教育心理学会の論文
1961-03-30

著者

城戸幡太郎
東洋大学

教育心理学における文化の問題

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