Educational Implications of E. Fromm's View of "Ends": Reference to J. Dewey's Idea of the Means–Ends Relationship

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  • E. フロムの「目的」観の教育学的含意 --J. デューイの目的-手段論を手がかりにして--

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As one of the most prominent psychoanalysts working mainly in Germany, the USA, and Mexico in the 20th century, Erich Fromm often referred to American thinkers, including Emerson, Thoreau, James, and Dewey, and indicated the similarity between Freud's and Dewey's thought. Although recent scholarship overlooks this indication, Fromm highly valued Dewey as a one of the leading figures of humanistic ethics and respected his theory as well as criticizing it. The present study, therefore, highlights the philosophical relationship between Fromm and Dewey and explores Fromm's view of "ends" with reference to Dewey's idea of the means–ends relationship to better understand the implications of Fromm's ideas for education. The study first examines Fromm's interpretations of Dewey and confirms the similarities and differences in their theories. Subsequently, the study elucidates how Fromm's "science of man" creates "the model of human nature" from which "ends" are deduced. Further, this study confirms that Fromm transforms the very question that we must address on ends and reveals his alternative way of seeking ends. Finally, the study suggests that Fromm's view of "ends" has educational implications.

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