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"Child" and "Adult" in the Sense of the Educational Philosophy and Their Aspects in the Modern Times

近代教育哲学意义上的“儿童”与“成人”及其面貌

基本信息

批准号：
13610306
负责人：
TSUCHIDO Toshihiko
金额：
$ 1.28万
依托单位：
Kyushu University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

The Results of the investigation which I have made by this fund are showed in the following four points.1. The concept of "educational philosophy" which is included in the theme of this investigation was multidirectionally examined, and based on this consequence, I originally made a very strict definition of "educational philosophy" so as to erase the sort of equivocality in the conventional one. The mission of the educational philosophy is then to examine the matter of "education" and the preconditions which it takes for granted, without sharing those preconditions at all.2. From this point of view, I refined the concepts of "Child"/"Adult", which can be rephrased to "Childlikeness"/"Adultlikeness" or "Child Principle"/"Adult Principle". They were made clear in this investigation through reading the discussion of "M.Mita et al., Kodomo to Otona (Child and Adult), Tokyo 1997". Both "Child" and "Adult" are alive in a person and interwork in various ways. According to my inference, the equilibrium and conflicts between them would bring out lots of phenomena peculiar to each time and each society respectively.3. One of the features of the modern times is a trend that "Child" stays too long in a person and it is weighted too great and heavy against "Adult" and loses the balance. From this position I simply reviewed different affairs and incidents in Japan : the increase of freelance part-time workers claiming no assurance and only liberty, occurrence of schoolgirl prostitution disguised as financial support, classroom disruption and chaos through disobedience, etc.4. In association with the "Child" the problem of "symbiosis" could be researched fertilely, while the partner of symbiosis as heterogeneous being can never be assimilated, "Child" itself should be the partner of "education". Because the "education" is entirely based upon the "Adult Principle".

我对这个基金所做的调查的结果表现在以下四点。本文对本研究主题中的“教育哲学”概念进行了多方位的考察，并基于此，对“教育哲学”作了一个非常严格的定义，以消除传统定义中的那种模棱两可。因此，教育哲学的使命就是考察“教育”问题和它认为理所当然的前提条件，而根本不分享这些前提条件。从这个角度出发，我提炼了“儿童”/“成人”的概念，可以换句话说，“儿童性”/“成人性”或“儿童原则”/“成人原则”。通过阅读“M.Mita et al.，Kodomo to Otona（儿童和成人），东京，1997年。“儿童”和“成人”都是活生生的人，并以各种方式相互作用。根据我的推断，它们之间的平衡和冲突会产生许多每个时代和每个社会所特有的现象。现代社会的一个特点是，“儿童”在一个人身上停留的时间太长，它对“成人”的影响太大，太重，失去了平衡。从这个立场出发，我简单地回顾了日本的不同事件和事件：要求没有保障和只有自由的自由兼职工人的增加，以经济支持为幌子的女学生卖淫的发生，课堂中断和混乱，通过不服从，等等。“共生”问题可以与“儿童”联系起来进行研究，而作为异质存在的共生伙伴是不可同化的，“儿童”本身应该是“教育”的伙伴。因为“教育”完全是基于“成人原则”。