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The subject of this article is to inquire into the relationship between the human life and its ends, especially from the educational point of view. A report from Nazi's concentration-camp shows that, without a consciousness of the meaning of life, one could not live on even in physical sence. This fact suggests us the actual importance of ends of life, and the same situation will be also found in the field of education. On this point, the writer tries to criticize Dewey's view on the ends of education. According to Dewey, the ends of education lies inside the educational process itself, and the ends from outside the process must be rejected. But the writer thinks as follows: First; an end from outside does not determine the whole process rigidly into details, but it is a motive to start the process, and it promotes the spontaneity. So, the end from the outside at the outset does not always remain out of the process, but it becames inside as a part of the whole process. Second; if the ends are regarded simply as an inherent part of the process, in other words, as ends in view, the only criterion is the "continuity of process." But this is merely intellectual and technical criterion. The value of the process itself can not be examined without "transcendental" end as the criterion.
国際基督教大学の論文