精神の能動観と行動科学の発展に関する歴史的考察 : 現代のTeaching MachineとProgrammed Learningの考え方との関連において

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概要

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• The writer has a point of view that there are historical pedigrees to the modern behavioristics. This line begins in Scottish school. Philosophers and psychologists in Scottland were much influencial to American teachers and students during 1920-30. After the middle of 19th Century, James Ward (1843-1925) in Scottland presented the active view on mind, and developed the active introspectionism of consciousness. Theories of William James (1842-1910) are introspectionistic, phisiological, evolutional functionalism, and his functioalism owes to scottish school. The writer insists that American functionalism was formulated by Dewey (1884), but the influence of James was great not only to Harvard but also to Chicago school, because James's ideas has been presented in " Mind " since 1875. The idea of teaching machines and programmed learning is related to the tradition of American functionalism and pragmatism. James→Munsterberg (Harvard), Dewey→J.R. Angell (Chicago), Cattell→Thorndike (Columbia) were discussed in the context of American functionalism. American tradition of applied fields was developed by these pioneers. Pressey, a pioneer of teaching machine, studied at Harvard (MA. 1915, Ph. D. 1917). This may be significant to his pragmatic, functional and applied way of thinking. This way and some philosophical background in Pressey might owe to Munsterberg's contribtions should be highly estimated in relation with the applied field. Chicago functionalism is related to Francis Galton, although Thorndike has been a student of James at Harvard. Thorndike's laws of learning were embodied by Pressey. Watson's radical and objectivistic behaviorism appeared in 1910s, but after 1930 many of the new behaviorists developed the biological theories. B.F. Skinner (1904-) who is a leader of the present teaching machine movement, received originally the operationism into his research system in 1931. This owes to Wien logical positivism and Bridgman's operationism. And that is a important point to understand of Skinnerian ideas on teaching machines and analysis of behavior. Thus, The present movement of teaching machines and programmed learning is founded on these pragmatic, functional, operational and behavioristic traditions. The outline of the contents follows: Preface 1. Historical pedigree of the active view on mental function: growth and development of American functionalism. 1. The relationship between Scottish school and American functionalism. 2. James and the functional tradition of Harvard. 3. Influence of James to Chicago functionalism. 4. Development of Columbia functionalism and its mechanistic trend. 5. Relation of the tradition of applied psychology in Harvard to Pressey's works. 6. From the mechanistic behaviorism to the operational and biological behaviorism. Concluding remarks.

• 国際基督教大学の論文

著者

• 大羽 蓁

  国際基督教大学

関連論文

• 精神の能動観と行動科学の発展に関する歴史的考察 : 現代のTeaching MachineとProgrammed Learningの考え方との関連において
• ティーチング・マシンによるプログラムド・ラーニングの理論的・実証的背景
• ティーチング・マシン

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