{"created":"2023-04-18T02:19:12.191201+00:00","id":2005533,"links":{},"metadata":{"_buckets":{"deposit":"1952440b-ebdd-47fb-972e-89e749d9995f"},"_deposit":{"id":"2005533","owners":[1],"pid":{"revision_id":0,"type":"depid","value":"2005533"},"status":"published"},"_oai":{"id":"oai:nagoya.repo.nii.ac.jp:02005533","sets":["323:350:957:1681784131802"]},"author_link":[],"item_1615768549627":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_9_alternative_title_19":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The Inquiry into Language and Thought","subitem_alternative_title_language":"en"}]},"item_9_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-03-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"2","bibliographicPageEnd":"12","bibliographicPageStart":"1","bibliographicVolumeNumber":"69","bibliographic_titles":[{"bibliographic_title":"名古屋大学大学院教育発達科学研究科紀要. 教育科学","bibliographic_titleLang":"ja"},{"bibliographic_title":"Bulletin of the Graduate School of Education and Human Development. Educational Sciences","bibliographic_titleLang":"en"}]}]},"item_9_description_4":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"The purpose of this essay is to review my 36 years of research and to summarize my achievements and reflections during this period. The first part of this essay briefly reviewed my research life as a graduate student at Nagoya University and at the University of Wisconsin-Madison, and then described how I came to embark on the topic of my research, a philosophy of language approach to educational epistemology. Specifically speaking, I took a class on philosophy of education taught by Prof. Taura, well-known for his research on John Dewey. The texts for his classes were collections from Dewey’s papers and studies of American philosophy of education. One of those class texts was a research book by I. Scheffler, which dealt with the four pragmatists. I was impressed by Scheffler’s incisive analysis in the section that discusses the flaws in Dewey’s concept of experience. However, over the next few years, as I waded through the lucid results of analytic philosophy, I became increasingly aware of the fatal problems with its philosophical method. Therefore, the second part of this essay outlines the characteristics of the linguistic analysis of the everyday language school of analytic philosophy and summarizes the strengths and weaknesses of this philosophy. In particular, I discussed a prominent classic of this school of philosophy, The Concept of Mind by G. Ryle. After critically reviewing his famous discussion of the distinction between “knowing that” and “knowing how” in that book, I briefly discussed the implications that this distinction has provoked in educational studies. The third part reviews the development of 20th century research in philosophy of language on the relationship between language and cognition. In particular, the Sapir-Whorf hypothesis was the most radical theory with the potential to refute Kant’s a priori intuitive form. Linguistic cultural relativism is an important theory to scrutinize when considering the relationship between language and cognition, but it is extremely difficult to verify this hypothesis empirically. In order to discuss the relationship between the syntax, semantics, and pragmatics of a particular language and how the speakers of that language perceive the world, some logical leaps cannot be avoided. To this epistemological problem, W. V. Quine tried to find a solution with the concept of “radical translation” and D. Davidson proposed the idea of “principle of charity.” After taking a position at Nagoya University, I began to work on Dewey studies. The forth of this essay touched on the linguistic aspects of pragmatism. The dawn of pragmatism was also a time of linguistic turn, and like other philosophical positions, it developed under a novel interest in language, signs, and meaning. In the 17th century, ideas were universal, but the language that conveyed them was seen as private. Since communication was thought to be the reproduction of such universal ideas, the epistemological question arose as to how language, which is only private, could represent and convey universal ideas. In the 19th century, language came to be seen as social, not private, and shared by a particular community. According to C.S. Peirce, the founder of pragmatism, humans use what appears to consciousness as signs. Every thought is a sign. Since human activity is a series of thoughts, it follows that man is a sign itself. Peirce’s semantics is logical and normative. In contrast, J. Dewey and G.H. Mead saw meaning as a property of action, and the action that carries meaning as a communicative act in which the problems of a situation are shared, interpreted, and resolved by the social members. Modern society, more than at any other time in human history, has aspects of instability and stability. In such hard times in predicting the future society, a pragmatist view of the world is demanded. This is because pragmatism is a philosophy that has a way of searching for possibilities into the present and transforming difficult situations into the consequences in future. In my research, I began by approaching the issues of pedagogy through the method of philosophical analysis, but I have also been working on the pragmatism of Dewey and other pragmatists from the perspective of linguistic philosophy. By doing so, I found out that pragmatism also shares the characteristics of the epoch of the linguistic turn, as well as the public nature of language and meaning. At the end of this essay, I referred to a passage in “Zhuangzi” and discussed the existence of the “unspoken” or “ineffable” that cannot be conveyed through books or education. In today’s society, there is a demand for quantified results in terms of learning attainment, skill acquisition, and human resource development from a short-term perspective. However, anyone deeply involved in educational practice knows that educational phenomena are unique and will never be the same again. Educational phenomena are always in flux and have unpredictable aspects. Exploring for these ineffable things, along with words and meanings, is an important issue for educational thought and the study of educational practice.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_9_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.18999/nueduca.69.2.1","subitem_identifier_reg_type":"JaLC"}]},"item_9_publisher_32":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"名古屋大学大学院教育発達科学研究科","subitem_publisher_language":"ja"},{"subitem_publisher":"The Graduate School of Education and Human Development, Nagoya University","subitem_publisher_language":"en"}]},"item_9_source_id_7":{"attribute_name":"収録物識別子","attribute_value_mlt":[{"subitem_source_identifier":"1346-0307","subitem_source_identifier_type":"PISSN"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"松下, 晴彦","creatorNameLang":"ja"},{"creatorName":"MATSUSHITA, Haruhiko","creatorNameLang":"en"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2023-04-18"}],"displaytype":"detail","filename":"nueduca6902_01-01.pdf","filesize":[{"value":"527 KB"}],"format":"application/pdf","mimetype":"application/pdf","url":{"objectType":"fulltext","url":"https://nagoya.repo.nii.ac.jp/record/2005533/files/nueduca6902_01-01.pdf"},"version_id":"83bea982-3ee1-4d02-8141-cff14ea0a420"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"言語と思想の探究","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"言語と思想の探究","subitem_title_language":"ja"}]},"item_type_id":"40001","owner":"1","path":["1681784131802"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2023-04-18"},"publish_date":"2023-04-18","publish_status":"0","recid":"2005533","relation_version_is_last":true,"title":["言語と思想の探究"],"weko_creator_id":"1","weko_shared_id":-1},"updated":"2023-04-18T05:15:19.975265+00:00"}