In the Platonic mind-body dualism, body is considered subordinate to mind, and is sometimes regarded as a
threat to the mind. However, many educators in the spirit of New Education and other reform ist contemporaries
followed Friedrich Wilhelm Nietzsche （1844－1900）, who rejected this dualism and conceived of mind and body
as a whole. Thus, mind-body theories in New Education derive, as has often been pointed out, from philosophy,
especially the philosophy of life. However, they also descend from medical thinking. Paul Geheeb （1870－196
1）, a representative of the German Landerziehungsheim movement, worked at an educational institution for
psychopathic children in his youth, and enthusiastically attended the lectures on neurology and psychiatry held
by Otto Binswanger （1852－1929） and Theodor Ziehen （1862－1950） at Jena University. Peter Petersen （1884
－1952）, the originator of Jena-Plan, was influenced by the biologist Hans Driesch （1867－1941）. Their mind-body theories, based on contemporaneous medical thinking as well as philosophy, had a tendency to
emphasize organic wholeness, a doctrine which was easily integrated into the policies of National Socialism.
雑誌名
三重大学教育学部研究紀要, 自然科学・人文科学・社会科学・教育科学
巻
63
ページ
255 - 266
発行年
2012-03-31
ISSN
1880-2419
書誌レコードID
AA12097333
フォーマット
application/pdf
著者版フラグ
publisher
その他のタイトル
Mind-Body Theories in New Education : The Relation to Contemporaneous Philosophy and Medicine
新教育運動における心身論の来歴 : 時代精神の地平から
20C15585.pdf
(1.55MB)
