@article{oai:nagoya.repo.nii.ac.jp:02000182,
 author = {松下, 晴彦 and MATSUSHITA, Haruhiko},
 issue = {2},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences},
 month = {Mar},
 note = {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.},
 pages = {1--9},
 title = {デューイの「ヘーゲル講義」にみる自然化された精神哲学},
 volume = {67},
 year = {2021}
}