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Item Type Article
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AN00150430-00000089-0163  
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Title
Title ホーレス・マンにおける子ども観の成立  
Kana ホーレス・マン ニ オケル コドモカン ノ セイリツ  
Romanization Horesu Man ni okeru kodomokan no seiritsu  
Other Title
Title Horace Mann and his idea of child  
Kana  
Romanization  
Creator
Name 森田, 希一  
Kana モリタ, キイチ  
Romanization Morita, Kiichi  
Affiliation 慶應義塾大学大学院社会学研究科  
Affiliation (Translated) KEIO UNIVERSITY  
Role  
Link  
Edition
 
Place
東京  
Publisher
Name 三田哲學會  
Kana ミタ テツガクカイ  
Romanization Mita tetsugakukai  
Date
Issued (from:yyyy) 1989  
Issued (to:yyyy)  
Created (yyyy-mm-dd)  
Updated (yyyy-mm-dd)  
Captured (yyyy-mm-dd)  
Physical description
 
Source Title
Name 哲學  
Name (Translated)  
Volume  
Issue 89  
Year 1989  
Month 12  
Start page 163  
End page 189  
ISSN
05632099  
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Abstract
In this paper, I attempt to see how Horace Mann (1796-1859) understood a child as an educatee, and also to investigate Mann's basic attitude for education. First, I will discuss Mann's main ideas about children. The first point is that Mann's idea for children was derived from English empiricists, John Lock in particular, who regarded a child like a piece of white paper and emphasized environment. In other words, children were seen as having the potential to be corrupted, so guidance and training became necessary. The second point is that Mann also regarded children as naturally good. Therefore, in his idea, parents and teachers must be guides who encourage children's natural potentials for goodness. (It might be considered that, for Mann, the goodness meant Protestant ethics.) The third point is that he saw children through his very humanistic eyes. Children are seen as the subjects of learning, and the process of learning and developing is emphasized rather than knowledge acquired by children as a result. It is sure that Mann developed this idea after his educational tour in Europe. Secondly, I try to see how these three viewpoints of children were coordinated in the mind of Mann. Because, strictly speaking, in the first and second viewpoints, education is considered as an interest in a nation or a society, while in the third viewpoint, it is captured as an interest in children. Therefore, it might be said that these two kinds of interests are paradoxical. Through the idea of the improbability of the human race, Mann optimistically believed that the problem of contradiction which existed in these two paradoxical interests was solved. However, was this problem truly solved? So, I also try to find the answer from my own point of view.
 
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Language
日本語  
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Journal Article  
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Last modified date
Oct 01, 2010 09:00:00  
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Oct 01, 2010 09:00:00  
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History
 
Index
/ Public / Faculty of Letters / Philosophy / 89 (198912)
 
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