デューイの教育理論における全称命題の意義

概要

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The aim of this article is to formulate a hypothesis that most of Dewey's maxims of education were proposed with the intention of framing a system of universal propositions and conceptions, the significance of which he repeated over and over in his 'Logic: The Theory of Inquiry.' To take one example, he wrote; Effort arises normally in the attempt to give full operation, and thus growth and completion, to these powers. Adequately to act upon these impulses involves seriousness, absorption, definiteness of purposes; it results in formation of steadiness and persistent habit in the service of worthy ends. But this effort never degenerates into drudgery, or mere strain of dead lift, because interest abides-the self is concerned throughout. Our first conclusion is that interest means a unified activity. (J. Dewey, Interest and Effort in Education, pp. 14-15) If we try to use this as a direct guideline for our conduct in our classrooms, we will be at a loss what to do, and will disregard his theory of education. But once we place this in a system of hypothetical universal propositions or non-existential propositions of education, it turns out to be possible ways of acting or operating and, it seems to me, can direct further inquiry in our exitential world.
2004-03-10