出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：Takayama emphasized that educational psychologists ought to make clear their own view of desirable development,personality,education,culture, society,etc.,and that they should get data of both subjects and inqiring psychologists themselves. Yokoyama pointed out three possible approaches to new educational psychology:(1) To select the most desirable from past psychological theories,and to extend educational-psychological studies on such bases:(2) To reform all frames of reference in past systems of educational psychology,and to build new paradigms:(3) To criticize not only past educational-psychological theories but also their social background.As of the second approach Yokoyama presented three paradigms:(i) Human being as a whole calling for relationship with each other: (ii)The stratification of three levels of temporal aspect: individual,natural,and social history;(iii) The concept of personality to be made through the denial of individualistic and private thinking. Hayasaka discussed widely the spreading misunderstanding on the concept of “subjectivity”.He discriminated three levels of subjectivity:(1) Merely individual and private,therefore non-general, non-public subjectivity.(2) Intersubjective recognition based on “natural attitude” (Husserl).For example,visual illusion is common event to everyone, though it is an inner and private phenomenon.(3) At once personal and public recognition posible only through specialistic training,such as the dia gnosis of X-ray photograph.New educational psychology must be a generalization founded on the process from (1) through (2) to (3). Discussant Yamashita denied the necessity of contemporary educational psychology,but required such educational psychology avording pressure on children. Discussant Nakazawa stressed on setting psychological problems from the side of:children,and on the cooperation between psychologists in university and teachers in school.
其他摘要：Takayama emphasized that educational psychologists ought to make clear their own view of desirable development,personality,education,culture, society,etc.,and that they should get data of both subjects and inqiring psychologists themselves. Yokoyama pointed out three possible approaches to new educational psychology:(1) To select the most desirable from past psychological theories,and to extend educational-psychological studies on such bases:(2) To reform all frames of reference in past systems of educational psychology,and to build new paradigms:(3) To criticize not only past educational-psychological theories but also their social background.As of the second approach Yokoyama presented three paradigms:(i) Human being as a whole calling for relationship with each other: (ii)The stratification of three levels of temporal aspect: individual,natural,and social history;(iii) The concept of personality to be made through the denial of individualistic and private thinking. Hayasaka discussed widely the spreading misunderstanding on the concept of “subjectivity”.He discriminated three levels of subjectivity:(1) Merely individual and private,therefore non-general, non-public subjectivity.(2) Intersubjective recognition based on “natural attitude” (Husserl).For example,visual illusion is common event to everyone, though it is an inner and private phenomenon.(3) At once personal and public recognition posible only through specialistic training,such as the dia gnosis of X-ray photograph.New educational psychology must be a generalization founded on the process from (1) through (2) to (3). Discussant Yamashita denied the necessity of contemporary educational psychology,but required such educational psychology avording pressure on children. Discussant Nakazawa stressed on setting psychological problems from the side of:children,and on the cooperation between psychologists in university and teachers in school.
