フレーベルにおける教育哲学の諸原理

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概要

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• This article tries to understand Froebel's philosophy of education systematically and its significance to present-day education. F.'s outlook of the world as the metaphysical foundation of education is defined as panentheism. He presupposes that all the things are in God and divine. God, the divine which is the only one root of the things is the law, life and unity which unfolds all the implicit moments within itself up to their foremost extremity, and in these extremities holds their unity. The three categories in the process of this unfolding are 1) unity, 2) individuality and 3) diversity. Human nature is regarded as divine and thus good in the main, whereas its negative side is regarded as mere privation of the positive. The ultimate end of education is to unfold the divine in man from its implicit form to the explicit one, and thus to reveal the divine. So education aims 1) to develop the unique individuality of a man and that in harmony with the individualities of others, and 2) psychologically to bring a vague presentiment of the divine to a clear conviction and knowledge, and thus to build up the self-active personality. Objectives of education are 1) piousness in emotion, 2) clearness in mind and 3) nobleness of conduct. F. points out two methods of education: 1) the method in which the educator passively follows the self-development of a child by himself, and 2) the method in which the educator prescribes norms from the outside. F. gives the priority to the former. Hence his child-centered education. As to subject-matter F. mentions specifically play, labor (up to childhood), religion, natural science including mathematics, and language (in school). Present-day significance of F.'s educational principles has two phases, positive and negative. Positive phase: F.'s stress upon 1) the unity in diverted individualities, 2) child-centeredness, 3) self-activity, and 4) resort to the life as the ultimate root of all the things. Negative phase:. F.'s too romantic and too optimistic understanding of human nature. This phase should be examined further by such view of man as that of the existentialism for example.

• 国際基督教大学の論文

著者

• 讃岐 和家

  国際基督教大学

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• 木下一雄著, 『教育哲学』

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