@article{oai:nagoya.repo.nii.ac.jp:02002378,
 author = {小島, 聖矢 and KOJIMA, Kiyoshi},
 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 = {This article will reinterpret the meaning of the “determination of relevant issues” in Alfred North Whitehead’s educational theory. Whitehead (1861-1947), a 20th-century American Process philosopher explained the notion of “Wisdom” in his educational theory, “The Rhythm of Education.” He proposed the idea that “the way in which knowledge is held” relates to “the handling of knowledge, its selection for the determination of relevant issues, [and] its employment to add value to our immediate experience.”(AE 46). In terms of the function of wisdom, a traditional idea is that a wise person solves a problem. However, it is thought that Whitehead doesn`t use the word in that sense. This article interprets the meaning of the “determination of relevant issues” as the function of the sort of wisdom proposed in Whitehead’s educational theory and process philosophy. This article follows the following order: In the first section, there is a confirmation of a relationship between “wisdom” and “the determination of the relevant issues” as explained in Whitehead’s educational theory. Then, in the second section, “wisdom” as discussed in the Adventures of Ideas is explained used to describe the meaning of “wisdom” in specific terms as it determines how experience in instinct becomes intellectual experience. Moreover, “wisdom” is expressed in other verbal forms in the Adventures of Ideas; as “subjective aim” and “decision,” which are terms found in Process and Reality. Therefore, in the third section, the meaning of “subjective aim” and “decision” in Process and Reality is argued as “subjective aim” being the final causation of becoming for the subject. Subjective aim determines how the subject feels data and then controls the eventual expression of that subject. Whitehead’s “subject” here is not an enduring substance but likened more to an event. In addition, when the subjective aim is attained by the subject, the subject is called upon to be determined, which means that the subject perishes and become an objective datum for the subsequent of becoming. Therefore, the “issue” in Whitehead’s educational theory does not mean a “problem” (an object to be resolved by a wise person,) but rather an active subject, thus prone to the influence of circumstance. In the fourth section, how the subjective aim determines the becoming for the subject will be argued. Subjective aim is said to aim at the intensity of experience in both the immediate subject and the relevant future. Finally, the “issue” in educational theory is regarded as that which is to be determined that aims at the intensity.},
 pages = {55--65},
 title = {ホワイトヘッド教育論における「問題決定」の意味 : 英知の機能としての側面からの検討},
 volume = {68},
 year = {2022}
}