ジョン・デューイの教育科学論 : 『教育科学の源泉』を中心にして
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概要
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The purpose of this paper is not only to clarify Dewey's thought and theory on a science of education, but to search for its significance in present days. According to Dewey, biology, psychology and sociology - he calls them human sciences and puts special emphasis on psychology - are basic sciences for educaional practices. However, the mere mechanical application to educational practices of the knowledge these sciences give us concerning human beings, does not indicate reality of educational science. The results of human sciences "function not directly with respect to practice and its results, but indirectly, through the medium of an altered mental attitude. Frankly speaking, "the final reality of educational science is not found in books, nor in experimental laboratories, nor in the class-rooms where it is taught, but in the minds of those engaged in directing educational activity. After all, the substance of Dewey's educational science is the ability to apply scientific results to educational practices. And the ability should be acquired by every teacher. In other words, it indicates his independent and autonomous judgment, and when the judgment functions, educational practices become flexible. Now, the educational technology that is in fashion today, likewise, is formed by the application of scientific results - S-R theory, imformation theory, electronic engineering, mechanical engineering, etc.. But it becomes an issue that the application is mechanical. In consequence, a teacher as the subject of educational practices is deprived of his independent and autonomous judgment, and educational practices are stereotyped into formal pattern. Examining Dewey's The Sources of a Science of Education in detail, it is observed that his thought and theory makes up for the mechanical application, the defect the educational technology has.