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「ソクラテス式問答」と道徳教育 : カントの教育方法学
https://doi.org/10.15027/47374
https://doi.org/10.15027/47374cf494e64-23b5-4775-bd7e-f74463cc599d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
HABITUS_23_50.pdf (989.6 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||
| タイトル | ||||||||||
| タイトル | 「ソクラテス式問答」と道徳教育 : カントの教育方法学 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | “Socratic catechism" and moral education: Kant’s methodology of education | |||||||||
| 言語 | en | |||||||||
| 作成者 |
嶋崎, 太一
× 嶋崎, 太一
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | Kant divides the methods of education into acromatic and erotematic methods. The latter refers to a method of education based on questions and answers, while the former refers to a method in which the teacher delivers lectures alone. The erotematic method can be further divided into the dialogic (Socratic) method, in which both teacher and students ask and answer each other, and the catechistic method, in which only the teacher asks questions. Although Kant prefers the catechism to the dialog method for moral education, he also argues that the education of children should be conducted in the Socratic manner. According to my interpretation, the background of this contradiction is the ambiguity of Kant’s view of Socrates, with Socrates as a representative of the dialogic method and as the midwife of students’ wisdom. Kant denies the Socratic method in the first sense because he believes students do not know how to ask, and agrees with Socrates in the second sense since the teacher let his students answer based on their own reason, as if he were a midwife. Kant also contrasts moral catechism (in which answers are drawn from the students’ reason) with religious catechism (in which the students answer based on their memory ), and argues that the former must precede the latter. Kant’s moral catechism consists of three parts. In the last part, the students are led to moral theology. In conclusion, Kant intended to arrange the catechism from mechanical to judicious, to establish a religion based on morality, not vice versa. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 西日本応用倫理学研究会 | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | journal article | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15027/47374 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2186-7909 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 50 | |||||||||
| 書誌情報 |
HABITUS HABITUS 巻 23, p. 50-66, 発行日 2019-03-20 |
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| 見出し | ||||||||||
| 大見出し | 研究論文 | |||||||||
| 言語 | ja | |||||||||
| 旧ID | 47374 | |||||||||
