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AN00150430-00000072-0115.pdf
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Title |
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「経験」の母体的性格喪失 : 広岡亮蔵氏の経験主義批判において
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「ケイケン」 ノ ボタイテキ セイカク ソウシツ : ヒロオカ リョウゾウ シ ノ ケイケン シュギ ヒハン ニ オイテ
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"Keiken" no botaiteki seikaku soshitsu : Hiroka Ryozo shi no keiken shugi hihan ni oite
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Hiro-oka's "experience" lacks concepts-generating power : in his criticism of Dewey's experience theory
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池田, 久美子
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イケダ, クミコ
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Ikeda, Kumiko
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慶應義塾大学社会学研究科博士課程
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三田哲學會
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ミタ テツガクカイ
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Mita tetsugakukai
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1981
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哲學
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72
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1981
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1
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115
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136
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Abstract |
Prof. Hiro-oka charged that Dewey ignored "objectivity" in framing his theory. But this is mistaken. Hiro-oka failed to perceive the whole of Dewey's conceptual structure. Dewey's "Experience" should not been treated as a static, tight-cell concept. It is the mother concept which gives form to other concepts in process of framing a theory. In other words, it is the matrix of differentiated and specified concepts in his theory. Hiro-oka's "Experience" is quite different from Dewey's. It does not work as the matrix at all. Hiro-oka was so indiscriminate that he unwittingly identified Dewey's fruitful concept of "Experience" with his fossilized one. This failure prevented him from studying the following three subjects. i) To study what kind of concepts a man should produce in his experience in terms of particular educational questions. ii) To study how the self should integrate himself as the agent that exercises full-scale self-control over cognition and act, not as the passive being that sheerly receives stimuli from the outside. iii) To study how to make our concepts clear-how an individual's conceptual structure becomes more coherent and more elaborate.
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Table of contents |
はじめに
I. 「経験」と「客観」との乖離
(1) 経験と経験について語ることとの混同
(2) 「客観」の両義性
(3) 「客観」と「経験」との一致 : 真理観における矛盾
II. 教育研究における「経験」の役割
(1) 概念生成の意義
(2) 「自我」の定位
(3) 観念の生長
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