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上原專祿「主体性形成」論における「教育的」発想 －社会教育における教育的価値把握のための視点－
http://hdl.handle.net/10105/9943
http://hdl.handle.net/10105/9943d58394c0-4bf8-47fa-b10c-c621c7679927
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE63_1_15-28.pdf (540.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2014-12-03 | |||||||
| タイトル | ||||||||
| タイトル | 上原專祿「主体性形成」論における「教育的」発想 －社会教育における教育的価値把握のための視点－ | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題 | 主体性形成, 教育的価値, 上原專祿, エートス, subject-formation, educational value, UEHARA Senroku, ethos, ETYP：教育関連論文 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
片岡, 弘勝
× 片岡, 弘勝
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| 著者(ヨミ) | ||||||||
| 姓名 | カタオカ, ヒロカツ | |||||||
| 著者別名 | ||||||||
| 姓名 | KATAOKA, Hirokatsu | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The first purpose of this article is to clarify the educational concepts in UEHARA Senroku's theory on subject-formation. The second purpose of this article is to verify my hypothesis that UEHARA's educational concepts is effective for grasping educational values in social and community education. This study analyzed UEHARA's thoughts and proposals on educational values through paying attention to relation to politics. As the results of this analysis, this study indicated the following three points as UEHARA's educational concepts. 1. Attaching importance to learner's recognition of concrete actuality and historical reality. 2. Attaching importance to learner's lively, vivid recognition. 3. Setting long term breadth for grasping educational exercises. UEHARA imaged the composition of subject-formation that these three concepts made the ethos for promoting human mature. Further this study indicated the following three points as viewpoints of UEHARA's theory frame for grasping educational values in social and community education. 1. Strong concern and viewpoints for recognizing reality and actuality of human development and changes of human group. 2. Strong concern and viewpoints for recognizing tension relation of social standpoint and individual standpoint in edcational exercises. 3. Strong concern and viewpoints for recognizing liberty and dynamics of human mind. Through holding these three viewpoints of UEHARA's theory frame, we can find educational values in the "turn and return" dynamics in tension relation of "individuality-directed intention and societydirected intention" , "life wisdom and science knowledge" , "systematized recognition and uniquedirected recoginition" and "politics and education". Particularly, above mentioned three viewpoints of UEHARA's theory frame is effective for checking dangers and risks of mind controls that hide in politics, economy, welfare policies and "educational" policies. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 63, 号 1, p. 15-28, 発行日 2014-11-30 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | The Educational Concepts in UEHARA Senroku’s Theory on Subject-formation : Viewpoints for Grasping Educational Values in Social and Community Education | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
