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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大学大学院教育発達科学研究科紀要. 教育科学
  4. 67(2)

デューイの「ヘーゲル講義」にみる自然化された精神哲学

https://doi.org/10.18999/nueduca.67.2.1
https://doi.org/10.18999/nueduca.67.2.1
a0b9aa41-a74c-4232-b5dd-7669f74a70fb
名前 / ファイル ライセンス アクション
01_nueduca670201.pdf 01_nueduca670201.pdf (463 KB)
Item type itemtype_ver1(1)
公開日 2021-05-28
タイトル
タイトル デューイの「ヘーゲル講義」にみる自然化された精神哲学
言語 ja
その他のタイトル
その他のタイトル Naturalized Philosophy of Spirit in Dewey’s Lecture on Hegel
言語 en
著者 松下, 晴彦

× 松下, 晴彦

ja 松下, 晴彦

en MATSUSHITA, Haruhiko

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
内容記述
内容記述 For Deweyan scholars, the decade that Dewey taught at the University of Chicago is one of the most enigmatic but interesting periods in relation to his thought formation. It is at this point in 1902 or 1903 where it is traditionally believed that Dewey made a complete break from Hegel’s absolute idealism, moving to experimental idealism and psychological functionalism. By contrast, some scholars like J. R. Shook, J. A. Good and others argue that the turn in Dewey’s thought is much more complicated and requires more careful analysis. For instance, J. R. Shook suggests that it is significant to make a distinction between Hegel and the neo-Hegelians, arguing that Dewey abandoned neo-Hegelianism but still remained Hegelian, as noted in his attempts to naturalize the main tenets of Hegel’s philosophy of spirit throughout his life. One of the reasons for such claims is the Hegel lecture which Dewey delivered at the University of Chicago in 1897, in which Dewey proclaims his continued interest in Hegel’s ideas as a significant philosophical interlocutor. This research examines in what way Dewey continued to be interested in Hegel’s philosophy of sprit by examining the content of Dewey’s Hegel lecture, focusing on Dewey’s use of Hegelian concepts in the naturalistic philosophical terms evidenced in his mature thought. Dewey’s lecture “Hegel’s Philosophy of Spirit” consists of three main sections. The first section focuses on Hegel’s intellectual development from his birth in 1770 until the publication of the Phenomenology of Sprit in 1807. The second section, which is only three paragraphs, discusses the Phenomenology of Spirit. The third and longest section exposes Hegel’s Philosophy of Mind published in 1817. Since the third section amounts to a repetition of Hegel’s text, this paper focuses on the first and the second sections, presenting the main remarks of Dewey’s lecture only briefly. This research then discusses how Dewey understood the main tenets of Helge’s philosophy regarding absolute spirit, and how that was translated into the concept of nature, and dialectic, a philosophical method; and finally transformed into Dewey’s thoughts on experience. In particular, Hegel's idea of an “ever-circulating dynamic process” was transformed into Dewey’s idea of the continuity and reconstruction of experience, the “never-ending growth” he envisions in his philosophy of education. This research concludes that Dewey adopted the frame of Hegel’s philosophy of spirit and naturalized it. Taking this perspective allows a better understanding of the development of Dewey’s ideas evidenced in his mature thought.
言語 en
内容記述タイプ Abstract
出版者
言語 ja
出版者 名古屋大学大学院教育発達科学研究科
言語
言語 jpn
資源タイプ
資源タイプresource http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/nueduca.67.2.1
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ PISSN
収録物識別子 1346-0307
書誌情報 ja : 名古屋大学大学院教育発達科学研究科紀要. 教育科学
en : Bulletin of the Graduate School of Education and Human Development. Educational Sciences

巻 67, 号 2, p. 1-9, 発行日 2021-03-31
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