"Pedagogical Tact (padagogischer Takt)" and Systems Theory : Conversion of Paradox of Education in Paradox Communication and Its Continuation

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  • 「教育的タクト」とシステム理論 : 教育のパラドックスのコミュニケーション的変換と継続
  • 「 キョウイクテキ タクト 」 ト システム リロン : キョウイク ノ パラドックス ノ コミュニケーションテキ ヘンカン ト ケイゾク

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Abstract

The projection point of consideration in this essay is to answer a following question what kind of function of "Pedagogical Tact (padagogischer Takt)" will be observed on condition that educational theory cannot be combined with practice of pedagogy: Not to answer the major question of "Pedagogical Tact" how we can join educational theory with practice, how educator are able to acquire "Pedagogical Tact" as the medium of theory and practice. It will, therefore, mean that a re-interpretation of "Pedagogical Tact" for the medium is attempted. As a result if I take a conclusion in advance, in this study it will be pointed out that "Pedagogical Tact" continues and circulates paradox of education as paradoxical communication paradoxically as it is. The methodological examination framework in this essay is based on N. Luhmann's "Systems Theory". Consequently, I try to redescribe the traditional conception in pedagogy "Pedagogical Tact". In order to pursue this redescription, the following three research subjects must be worked on. One is checking a common substance of "Pedagogical Tact" by J. F. Herbart and H. Nohl. Here it is made clear that "Pedagogical Tact" function as a camouflage as if unification of generality and specialty were possible. The next is to consider basic concepts of "Systems Theory" which suppose impossibility of education. We recognize here that paradox of education consist in the relation between enlargement of "semantics" and trivialization of "non-trivial system". And the last subject is examining how this paradox is concerned with "Pedagogical Tact".

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