教育関係における権威論の再検討--英語圏の教育学における徳倫理学的観点からの可能性

• 資料種別: 記事
• タイトル: 教育関係における権威論の再検討--英語圏の教育学における徳倫理学的観点からの可能性
• 著者・編者: 木内 陽一; 谷田 増幸
• 著者標目: 木内 陽一; 谷田 増幸
• タイトル（掲載誌）: 鳴門教育大学研究紀要 / 鳴門教育大学 編
• 巻号年月日等（掲載誌）: 19 2004
• 掲載巻: 19
• 掲載ページ: 1～13
• 掲載年月日（W3CDTF）: 2004
• ISSN（掲載誌）: 1343-4403
• ISSN-L（掲載誌）: 1343-4403
• 出版事項（掲載誌）: 鳴門 : 鳴門教育大学
• 出版地（国名コード）: JP
• 本文の言語コード: jpn
• 件名標目: 権威; 権力; 正当化; 信頼; 徳倫理学; Authority; Power; Justification; Trust; Virture Ethics
• NDLC: ZV1
• 対象利用者: 一般
• 所蔵機関: 国立国会図書館
• 請求記号: Z22-1381
• 連携機関・データベース: 国立国会図書館 : 国立国会図書館雑誌記事索引; https://ndlsearch.ndl.go.jp
• 書誌ID（NDLBibID）: 6876437; http://id.ndl.go.jp/bib/6876437
• 整理区分コード: 632

• DOI: 10.24727/00027563; https://doi.org/10.24727/00027563
• オンライン閲覧公開範囲: インターネット公開
• 掲載誌（NCID）: AN10031096; https://ci.nii.ac.jp/ncid/AN10031096
• 連携機関・データベース: 国立情報学研究所 : 学術機関リポジトリデータベース（IRDB）（機関リポジトリ）; https://irdb.nii.ac.jp
• 提供元機関・データベース: 鳴門教育大学 : 鳴門教育大学学術研究コレクション

• 要約等: It is thought that the argument on a teacher's authority or an educator's authority is generally dispute-like, and is not necessarily productive. However, authority has not necessarily been completely refused in an educational ring since the appearance of modern education. In fact, it is practically difficult to refuse educational authority. Moreover, if the problem group between heteronomy and autonomy and the so-called "educational paradox: a child is accepted and can grow by being treated as a child in an adult" are taken into consideration, the directivity will be clarifying old misunderstanding and the old limit in an authority view first of all through scrutinization of educational authority. However, authors do not think that the fundamental subject in an authority theory dissolves completely in the framework of a teaching profession theory here these days by accumulating experientially each of the important and concrete function for which a teacher is asked, or speciality nature. Probably, it will be important by recatching the authority itself anew in the context in pedagogy to find out the route which resuscitates educational authority, abandoning rather the juristic deviation which coils round an authority theory. In the first place, authors survey about the historical character of general authority first. Authors take up clarification of "authority" concept, a justification problem of authority, etc. by Peters, R. S. and Wilson, J. and others which are in the genealogy of analytic philosophy of education the second, and survey deployment of the authority theory by which a series was refined. In response to them, authors plan recatching about the state of educational authority to the third from the argument on the latest virtue-approach in Steutel, J. & Spiecker, B. and others. Authors examine the possibility of the educational authority theory from an virtue-ethical viewpoint. An intention of authors is not driving a new wedge into educational relationship between a teacher and a student, and is obtaining a certain useful suggestion by going back to the starting point at which educational relationship occurs.; 国立情報学研究所『研究紀要公開支援事業』により電子化。
• DOI: 10.24727/00027563; https://doi.org/10.24727/00027563
• 関連情報（URI）: https://naruto.repo.nii.ac.jp/records/27569; http://id.ndl.go.jp/bib/6876437; https://ndlsearch.ndl.go.jp/books/R000000004-I6876437
• 連携機関・データベース: 国立情報学研究所 : CiNii Research; https://cir.nii.ac.jp/
• 提供元機関・データベース: Japan Link Center; https://japanlinkcenter.org/top; 学術機関リポジトリデータベース; https://irdb.nii.ac.jp; 雑誌記事索引データベース; https://ndlsearch.ndl.go.jp; CiNii Articles
• 書誌ID（NDLBibID）: 6876437; http://id.ndl.go.jp/bib/6876437
• NII論文ID: 110004028120