{"created":"2023-05-15T09:29:54.628744+00:00","id":755,"links":{},"metadata":{"_buckets":{"deposit":"ba3c6102-1d79-4130-a85b-107845e0bfaf"},"_deposit":{"created_by":3,"id":"755","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"755"},"status":"published"},"_oai":{"id":"oai:icu.repo.nii.ac.jp:00000755","sets":["12:2:10:98"]},"author_link":["1076","1075","1074"],"item_1_biblio_info_14":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"1980-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"19","bibliographicPageStart":"1","bibliographicVolumeNumber":"23","bibliographic_titles":[{"bibliographic_title":"国際基督教大学学報. I-A, 教育研究"},{"bibliographic_title":"Educational Studies","bibliographic_titleLang":"en"}]}]},"item_1_creator_6":{"attribute_name":"著者名(日)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"讃岐, 和家"}],"nameIdentifiers":[{"nameIdentifier":"1074","nameIdentifierScheme":"WEKO"}]}]},"item_1_creator_7":{"attribute_name":"著者名よみ","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"サヌキ, カズイエ"}],"nameIdentifiers":[{"nameIdentifier":"1075","nameIdentifierScheme":"WEKO"}]}]},"item_1_creator_8":{"attribute_name":"著者名(英)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"Sanuki, Kazuie","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"1076","nameIdentifierScheme":"WEKO"}]}]},"item_1_description_1":{"attribute_name":"ページ属性","attribute_value_mlt":[{"subitem_description":"P(論文)","subitem_description_type":"Other"}]},"item_1_description_12":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"Education consists of both the socialization of the learner and the individualization of the learner. Education in its ideal form should organically synthesize both of these two elements. Philosophy of education in its ideal form, therefore, should consider both of these elements of education. In this article the author aims at clarifying the scope and the modes involved in the first element of education, the socialization of the learner, by examining the traditionalistic philosophies of education in the United States. The traditionalistic philosophies of education in the United States may be classified into i) essentialism, ii) perennialism, iii) idealism and iv) realism. The essentialistic philosophies of education which are represented by William C. Bagley and Arthur Bestor assert that there are some essential educational values which the learner must learn. These essentials are found in the traditional curriculum such as classics in literature, mathematics and science. The perennialistic philosophies of education which are represented by Robert M. Hutchins assert that education should aim at cultivation of intellect and that the curriculum should consist of permanent studies such as the \"Great Books,\" logic, grammar and rhetoric. The idealistic philosophies of education which are represented by Herman H. Horne and Robert Ulich emphasize that education should aim at attaining the transcendental values such as \"God\" and \"the cosmic energy.\" The realistic philosophies of education which are represented by John Wild and Philip H. Phenix assert that there are entities which exist by themselves and that education should aim at transmitting the exact knowledge of these entities to the learner. The common characteristics of the traditionalistic philosophies of education in the United States may be found in 1) the recognition of the existence of objective values, 2) emphasis on the cultivation of the intellect, 3) emphasis on the discipline, 4) emphasis on the cultural heritage in curriculum, and 5) emphasis on systematization in the method of education. A full-fledged philosophy of education in the future should give fair consideration to these characteristics.","subitem_description_type":"Other"}]},"item_1_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.34577/00000741","subitem_identifier_reg_type":"JaLC"}]},"item_1_source_id_13":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN0008887X","subitem_source_identifier_type":"NCID"}]},"item_1_text_10":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"International Christian University"}]},"item_1_text_2":{"attribute_name":"記事種別(日)","attribute_value_mlt":[{"subitem_text_value":"研究論文"}]},"item_1_text_3":{"attribute_name":"記事種別(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Article"}]},"item_1_text_9":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"国際基督教大学"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"1980-03-01"}],"displaytype":"detail","filename":"KJ00005213399.pdf","filesize":[{"value":"971.3 kB"}],"format":"application/pdf","licensetype":"license_11","mimetype":"application/pdf","url":{"label":"アメリカにおける伝統主義の教育哲学 ","url":"https://icu.repo.nii.ac.jp/record/755/files/KJ00005213399.pdf"},"version_id":"cd923434-b03f-47c4-b4d8-14a137f328a9"}]},"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":"アメリカにおける伝統主義の教育哲学","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"アメリカにおける伝統主義の教育哲学"},{"subitem_title":"The Traditionalistic Philosophies of Education in the United States","subitem_title_language":"en"}]},"item_type_id":"1","owner":"3","path":["98"],"pubdate":{"attribute_name":"公開日","attribute_value":"1980-03-01"},"publish_date":"1980-03-01","publish_status":"0","recid":"755","relation_version_is_last":true,"title":["アメリカにおける伝統主義の教育哲学"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-09-25T06:07:34.811055+00:00"}