デューイの教育目的論
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I. The background of Dewey's philosophy of education was a society undergoing the drastic changes originated by growing industrialization. It was one which suffered from the disjunction among classes and among various cultural groups. It thus sought after the restoration of social unity. II. Dewey conceives the nature of society as "life" from the evolutionary point of view, the essence of which is "growth" or "development." III. Education consists of two sides, the sociological and the individual. 1) From the standpoint of society, education is regarded as the means of self-conservation and self-renewal of a social group through transmission of its experiences, or "the fundamental method of social progress and reform." 2) From the standpoint of the individual, it is defined as "that reconstruction or reorganization of experience which adds to the meaning of experience, and increases ability to direct the course of subsequent experience." Education as the reorganization of experience is said to have no end beyond the educative process. It aims at making the learner "intelligent." IV. Dewey regards an aim as "foresight in advance of the end or possible termination." As to the aims of education, he refers to such traditional aims as "complete living, better methods of language study, substitution of things for words, social efficiency, personal culture, social service, etc." Among them, he examines the following three, i.e. natural development, social efficiency, and culture. His conclusion concerning these three aims is that the aims, when stated independently, come into conflict with each other and thus bring about evil results, whereas, when considered as interdependent, each of them is valuable. He conceives of the "intelligent sympathy or good will " as what unifies these aims. V. Dewey's view on the aims of education is very comprehensive, as is the whole scheme of his philosophy of education. In this sense, it is also applicable to present-day education. However, the author finds difficulties in its strong emphasis on the attainment of the social unity, and on the immanence of aims of education within the educative processes. The author thinks that when we apply Dewey's view on the aims of education to present-day education, it should be supplemented by views of existentialist philosophers, or men like J.W. Gardner and R. Ulich, who champion self-fulfilment or self-transcendence as an aim of education.
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