Paul Heywood Hirst (1927–2020), along with Richard Stanley Peters (1919–2011), played a towering role in the 1960s and early 1970s in establishing and developing the British strain of philosophy of education (also known as the analytical philosophy of education). Hirst is well-known for his argument for a liberal education validated on his famous 'forms of knowledge' thesis, which contributed much to shaping ideas on the curriculum at both national and school levels. He is also well-known for his philosophical 'conversion' around 1990 from forms of knowledge to forms of social practices, thereby giving up his earlier conception of liberal education. The recantation was largely prompted by Hirst's Aristotelian-MacIntyrean radical reappraisal of the nature of persons and the character of reason. No systematic treatment has yet been offered in Japan, however, of the later Hirst's philosophy of education, let alone of the continuities and tensions between his early and later views. A substantial treatment of these issues is therefore exactly the task we undertake in this paper. After elucidating central ideas of both the early and later Hirst, we critically examine the plausibility of his later 'social practices' view and supplement it, permitting it to evolve beyond its original forms and contexts.

特集 : 教育学特集号
寄稿論文