ドイツ観念論と現代の教育状況 -主にフィヒテとシェリングの立論に立脚しつつ-

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  • ドイツ カンネンロン ト ゲンダイ ノ キョウイク ジョウキョウ オモニ フィヒテ ト シェリング ノ リツロン ニ リッキャク シ ツツ
  • German ldealism and the Situation of modern Education -Referring to especially the philosophyofJ.G.Fichte and F.W.J.Schelling-

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In this paper I investigate mainly the thought of German Idealism (especially, that of]. G. Fichte and F. W. J. Schelling) from the viewpoint of two questions, 'Why do children feel stifling in their daily school life ?' and 'Why can't people but break social rules, even if they know their deeds themselves aren't permitted?' In order to consider the former question, I refer to the Michel Foucault's analysis of the history of apperance of modern prison. Interpreting the documents relating to its history, he insists noteworthily that after 17th century the pattern of the power (pouvoir) has been quite changed, and that the power which rules people today should be called 'disciplinary power (pouvoir disciplinaire), because it gouverns them not by threatening with punishment and violence but by introducing the principle of competition and inciting their desires for victory. And he asserts that one of the most typical models of such power is school. And next, in order to solve the latter question, I approach the middle thought of F. W.]. Schelling. In his Philosophic research into the human freedom (1809), he makes clear the structure of human mentality from his own mysterious standpoint. If we try to understand his arugment, which seems apparently out-of-date, it shows us valuable explanation about the cause of human wickedness. He thinks that we can't exclude its possibility, and that when we are in sound state of mind, we should be regarded as 'regulated madness (geregelter Wahnsinn) '. Finally I investigate Kant's and Fichte's social philosophy to rediscover the ideal which should be defended even today.

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