F.W.パーカーにおける「自己活動」概念の一考察 : 活動主義教授理論の系譜に関する覚書

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概要

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• This is an essay on the pedagogical interpretation of 'self -activity' of F.W. Prker, who is called the 'Father of the Progressive Education' by J. Dewey. 'Self-activity' is the key-concept in Parker's theory of instruction, strongly resembling the concept of 'Selbsttatigkeit' of Diesterweg, who closely combined 'self-activity' with physical work, contrary to Herbart who considered that 'interest' (Interesse) was 'self -activity'. Parker had an intimate contact with Diesterweg during his study abroad in Germany. But on the whole, Parker's theory of instruction is an integration of those of Herbart and Frobel,which is reflected especially in his definition of the two modes of self-activity as 'attention' and 'expression'. Activistic tendency in education became more and more evident in the latter half of the 19th Century in the United States under the influence of Frobelianism. Under these circumstances Parker believed that traditional 'quantity teaching' should be traosformed into 'quality teaching', and that 'quality teaching' could not be implemented without children's self-activity because their development is essentially the product of self-activity. In this paper the author attempts to trace the process of the development of Parker's thought on 'activity' as a pedagogical term, and investigates the relationship among 'self-activity', 'self-effort' and 'spontaneous activity'. The tentative conclusion is that "self -activity' has both aspects of 'self-effort' and 'spontaneous activity'.

• 国際基督教大学の論文

著者

• 磯田 一雄

  国際基督教大学

関連論文

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• F.W.パーカーにおける「自己活動」概念の一考察 : 活動主義教授理論の系譜に関する覚書
• 教授理論としての活動主義の意義
• 大正デモクラシーの教育
• 戦後教育における「生活化」の問題 : その教育史的背景に関する覚書

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