松井健人・原田拓夢
A Historical Study of Educational Thought to Elucidate Foundation of ‘Discussion on Education and Evidence’
Kento Matsui and Takumu Harada
April, 2019
Abstract
This paper aims to offer an insight of the relationship between society and education, which forms the basis for the ‘discussion on the evidence in education’. First, we will briefly introduce the historical background related to ‘the discussion on the evidence in education’; in order to cast light on this topic, we focused on Pestalozzi and Montessori philosophy of education, since this connection is reflected the most in their early works about childhood education.
In the case of Pestalozzi, it turned out that his educational idea had been influenced by society. In his conception , during the 1780’s the image of ‘Father’ lost his educational role, as the creation of a capitalist society caused the disappearance of this one in the family structure of those times.
Montessori, on the other hand, stated that humans needed to adapt to a rapidly changing society using the knowledge they could gain from modern science. Moreover, she regarded education as the “Cure” which would eliminate people with disabilities. As a matter of fact, her philosophy was strictly related to eugenics.
The above mentioned results, indicate that the ‘discussion on education and evidence’ shares similar problems with the modern educational system. Therefore, we may conclude that the problems related to the ‘discussion on education and evidence’ are just within the problematic area of modern education. Hence, we should not rush to any hasty conclusions.
