ブーバーにおける教師論の特質
スポンサーリンク
概要
- 論文の詳細を見る
The aim of this study is to clarify the characteristics of Buber's theory on the teacher through examining his theory of education. I. The Content of Buber's Theory on the Teacher 1. The Role of the Teacher Buber proposes that the teacher should mediate between the pupil and the world. That is, the teacher must choose something instructive from the world that contains nature, culture and society, and guide his pupil to the valuable in the world. At the same time Buber thinks that the teacher has to awake his pupil to the essential self. 2. The Attitude of the Teacher Buber insists the responsibility of the teacher, but he also proposes that the teacher must give up the self-conceit that he is the only person who teaches his pupil, and he should not impose his intention on his pupil. The teacher, Buber says, needs to come into contact with his pupil without artificiality. II. The Characteristics of Buber's Theory on Teacher 1. Buber explains the educational relationship between the teacher and his pupil by the concept of 'inclusiveness' (Umfassung). The teacher can experience the pupil from the other side but the pupil can't see teacher's point of view equally well without destroying the teaching relationship. So Buner points out that the teaching relationship must be largely one-sided and also he emphasizes that role of the teacher. 2. Buber's theory on teacher is based on the religious thought of Hasidism (Chassidismus). Hasidism tells that a man has to release 'God's spark', which is confined in the world, through meeting with other person and everything in the world. Founded on this thought, Buber thinks that the task of the teacher is to make the pupil realize that a man must relate with others through the intervention of God. 3. In Buber's theory the teacher should recognize not only the significance of educatinal relationship between the teacher and the pupil, but also the task of social change. Buber has the prospect that we can educate the reformer of society and realize the world peace through forming the pupil's character whole and unified.
- 国際基督教大学の論文
著者
関連論文
- ブーバーにおける教師論の特質
- ブーバーの共同体論の人間学的・教育学的意義
- ブーバーの哲学的人間学の特質とその現代的意義
- ボルノー「希望の哲学」における生の二重構造と「超越」
- ボルノー「希望の哲学」の端緒
- 倉橋惣三の思想的特質をめぐって--戦時下の転向と戦後の民主主義論の内容が意味するもの
- 戦時動員体制の終焉とグローバリゼーション (フォーラム 戦後教育再考)
- ボルノ-の「教育的雰囲気」論についての一考察--ボルノ-「希望の哲学」との関連をめぐって