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シュプランガー教育学再評価の中の精神科学的教育学 : 理解することの教育思想
https://doi.org/10.15027/53393
https://doi.org/10.15027/533939dc1b4ec-0aa6-4e3e-b2d8-fad143a6986c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BullGradSchHumanitSocSciHUStuEdu_3_183.pdf (920.7 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 | シュプランガー教育学再評価の中の精神科学的教育学 : 理解することの教育思想 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Geisteswissenschaftliche Pädagogik in the Rediscovery of Educational Theory by Eduard Spranger: Education that understands | |||||||||
| 言語 | en | |||||||||
| 作成者 |
宮本, 勇一
× 宮本, 勇一
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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 | |||||||||
| 権利情報 | ||||||||||
| 権利情報 | Copyright (c) 2022 人間社会科学研究科 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Spranger | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Geisteswisseschaftliche Methode | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Verstehen | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | シュプランガー | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 精神科学的方法 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 理解 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | The purpose of this study is to review how modern educational theorists in Germany in 2010s tried to rediscover classical educational theories of Geisteswissenschaftliche Pädagogik (GP). Since Dilthey made the distinctive characterization of hermeneutics (Hermeneutik), educational theorists under Dilthey’s influence developed a unique understanding of educational theory. While GP had lost its actuality already in 1970s, successors of GP developed new aspects of inquiry on historical figures such as Spranger, Nohl, and Weniger. The focal point of the current reexaminations discusses methodical reflection of Pädagogik (educational theory) in contrast to neighboring field of psychology. This paper first inquires how the modern educational theorists understand Spranger’s confrontation with psychological methodologies. This is followed by examining why and how come Spranger had to develop his critical notions against psychology with maintaining GP method, focusing on the study by Hinrichs. Through the examination, it is suggested that the value of GP in modern educational discourse lie in its sophisticated system of “understanding" as the heart of educational practice and theory. Hermeneutics originally stands for interpreting texts, but Spranger’s insight does not hesitate to claim the GP method could be applied to understanding of how teacher understand children or others and how children understand the world and others. This methodical reflection is signified in this time when psychological and sociological inquiries become dominant. In spite of the risk to be obstinate, the reappraisal of GP through rediscovering Spranger provides a fundamental aspect of educational practice. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 広島大学大学院人間社会科学研究科 | |||||||||
| 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 | departmental bulletin paper | |||||||||
| 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 | 10.15027/53393 | |||||||||
| 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 | 2436-0333 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12909086 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 183 | |||||||||
| 書誌情報 |
広島大学大学院人間社会科学研究科紀要. 教育学研究 Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education 号 3, p. 183-192, 発行日 2022-12-23 |
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| 旧ID | 53393 | |||||||||
