ペスタロッチ受容の方法と問題 : 高嶺秀夫と石井十次・留岡幸助の人間把握の対比をめぐって

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概要

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• In the history of modern Japanese educational thought, the Pestalozzian movement was once influential throughout the nation. This was during the Meiji period. Originally Pestalozzi had a unique structure of thought composed of a profound understanding of man based upon Christian concepts (though he was influenced by Rousseau), a deep interest in helping poor children to realize their true humanity in spite of the distorted conditions of their existence, and a new educational method or technique of accomplishing this. However the technique of Pestalozzianism has often been adapted without the underlying philosophy of concern for humanity. Takamine Hideo, a graduate of Fukuzawa's Keio and later a principal of Tokyo Normal School and promoter of Pestalozzianism, was educated at Oswego Normal School which had adapted "Pestalozzianism" with its special emphasis on the method of "object lessons ". This method was introduced through England which had a unique emphasis on pedagogical techniques, and whose methods easily spread all over America in the time of industrial growth after the Civil War. In this paper I intend to re-examine and analyze the nature and problem of the type of liberal education which was labeled as the "Pestalozzian movement" and which was regarded as contradictory to nationalistic education in modern Japan, but which as a technical method of education, having been cut off from its spiritual root, was rather easily integrated with the moral education based upon Confucianism and Emperor worship and with the Japanese mythical view of history. I also contrasted this kind of adaptation with the educational thought of two Japanese Christian educators: Ishii Jyuji, the founder of the Okayama Orphanage, and Tomeoka Kosuke, the founder of the "family school" for juvenile delinquency, who in their understanding of man, their basic motive and method of education had much in common with that of Pestalozzi, although they have been almost entirely neglected in the history of modern educational thought in Japan.

著者

• 武田 清子

  国際基督教大学

関連論文

• 湯浅八郎と二十世紀(三)
• 加藤完治の農民教育思想 : 国民高等学校運動と満州開拓団
• ペスタロッチ受容の方法と問題 : 高嶺秀夫と石井十次・留岡幸助の人間把握の対比をめぐって
• 「近代化と伝統文化-日本と中国」(日中青年研究者シンポジウム 中国と日本 : 近現代, そして21世紀への展望)
• 浮田和民の「帝国主義」論と国民教育 : 明治自由主義の系譜
• 古いシンボルの連続と伝統の革新 : "アジアの近代化"考
• アジアの革新におけるキリスト教 : 孫文と宮崎滔天
• 相馬黒光における他力道への傾斜 : 背教者の一類型
• 大正デモクラシーにおける"人間" : 吉野作造の思想をめぐって
• 教育者としての新渡戸稲造 : 新渡戸稲造の研究(その1)
• 近代科学攝取の三つの道 : 福沢諭吉,加藤弘之,植村正久を中心に
• 福沢諭吉の人間観
• 森有礼における教育人間像 : 「個人」と「国家」をめぐって
• 天皇制とキリスト者の意識 : 日本における人間形成の一問題として
• 日本におけるキリスト教教育原理の問題の一齣 : 教育と宗教の衝突論争をめぐって

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