アメリカにおける伝統主義の教育哲学
スポンサーリンク
概要
- 論文の詳細を見る
Education consists of both the socialization of the learner and the individualization of the learner. Education in its ideal form should organically synthesize both of these two elements. Philosophy of education in its ideal form, therefore, should consider both of these elements of education. In this article the author aims at clarifying the scope and the modes involved in the first element of education, the socialization of the learner, by examining the traditionalistic philosophies of education in the United States. The traditionalistic philosophies of education in the United States may be classified into i) essentialism, ii) perennialism, iii) idealism and iv) realism. The essentialistic philosophies of education which are represented by William C. Bagley and Arthur Bestor assert that there are some essential educational values which the learner must learn. These essentials are found in the traditional curriculum such as classics in literature, mathematics and science. The perennialistic philosophies of education which are represented by Robert M. Hutchins assert that education should aim at cultivation of intellect and that the curriculum should consist of permanent studies such as the "Great Books," logic, grammar and rhetoric. The idealistic philosophies of education which are represented by Herman H. Horne and Robert Ulich emphasize that education should aim at attaining the transcendental values such as "God" and "the cosmic energy." The realistic philosophies of education which are represented by John Wild and Philip H. Phenix assert that there are entities which exist by themselves and that education should aim at transmitting the exact knowledge of these entities to the learner. The common characteristics of the traditionalistic philosophies of education in the United States may be found in 1) the recognition of the existence of objective values, 2) emphasis on the cultivation of the intellect, 3) emphasis on the discipline, 4) emphasis on the cultural heritage in curriculum, and 5) emphasis on systematization in the method of education. A full-fledged philosophy of education in the future should give fair consideration to these characteristics.
- 国際基督教大学の論文
著者
関連論文
- デューイの教育目的論
- シンポジウム「現代日本の高等教育-その現状と課題-」(国際基督大学教育研究所創立35周年記念)
- 高等教育の改革課題 : 一般教育をめぐって
- 日米両国の四年制大学における単位制度の比較に関する研究
- 初代所長日高先生の理想主義と情熱(35周年記念)
- 現代日本における教職観の一考察
- アメリカにおける伝統主義の教育哲学
- 小島軍造先生を偲んで
- 教育学の科学性について : 理論と実践のつながりをめぐって
- J.W.ガードナーにおける社会哲学と教育の問題 : 優秀性と平等の理念の調和をめぐって
- フレーベルにおける教育哲学の諸原理
- 木下一雄著, 『教育哲学』