J No J. J

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1 教育科学と教育実践 2 Science of Education and Educational Practice - A Perspective on the Controversy on the Science of Education in Post-War Japan Part Takeo TANAKA 1950 E. J. E. J. E. J. Abstract In the latter half of 1950 s, there was the Controversy on the Science of Education in Post-War Japan. It prompted the formation of Post-War Education in Japan,through the study of the relationship between educational practice and science of education. If viewed from a different angle, Post-War Education in Japan was characteristically receptive to the pedagogy of Durkheim and Dewey who was a contemporary with the former, and it transfigured both of their theory. In this paper, significance today of the Controversy is examined by grasp of their theory, science of education and educational practice. With the development of plural society, Durkheim Renaissance is advocated again, I, therefore, think that it is necessary to study historically Dewey Renaissance in Pre- and Post -War Japan. Keywords: Science of Education, Educational Practice, Durkheim Emile, John Dewey 199

2 J No J. J

3 science de l éducation pêdagogie L Éducation Morale Levy Bruhl

4 É Durkheim 12 science de l éducation pêdagogie J. /W.S.F J R F 13 J

5 scientific study of education scientific movement L Éducation Morale,1925 Human nature and conduct, Pragmatitme et Sociologie,

6 11 Studies in Logical Theory,1908 How We Think, Democracy and Education Aims in Education 1 The Nature of an Aim 22 In our search for aims in education, we are not concerned, therefore, with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without

7 J. The Sources of a Science of Education They are the sole source of the ultimate problems to be investigated. it is the beginning and the close Progressive Education and the Science of Education the relation of progressive education to the development of a science of education progressive schools may make to that type of a science of education which corresponds to their own type of procedure an art the final reality of educational science in the minds of those engaged in directing educational activities The Sources of a Science of Education sources J. E. 205

8 E. J. E..J. 206

9 pp /W.S.F. / p.21. p.23 p pp p p p p p pp pp p P p p.93 p p pp J p

10 11 Democracy and Education, Chap p135 J Democracy and Education 1.Renewal of Life by Transmission Life is a self-renewing process through action upon the environment. Summary Since this continuance can be secured only by constant renewals,life is a self-renewing process fostering nurturing cultivating rearig raising bringing up education leading or bringing up p p25 6 p pp p Pragmatitme et Sociologie pp pp pp p p162 p170 p174 p p33 p

11 p298 p p John Dewey Progressive Education and the Science of Education,The LaterWorks, ,Volume3,Southern Illinois University Press, J. 26 p The Sources of a Science of Education pp p p21 pp pp p p

Otto Friedrich Bollnow,~

Otto Friedrich Bollnow,~ Summary: In the modern society the development of children s cheerful feeling is gradually declined. The change of society for example, a low birth rate and nuclear family tendency affects children s lives.