| 翻訳と辞書 |
| Some Thoughts Concerning Education ： ウィキペディア英語版 |
''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.
''Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.
In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.
Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.
==Historical context==
Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.〔Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141.〕 Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."〔Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.〕
As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.〔Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60.〕 Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."〔Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230.〕 Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.〔Axtell, 69–87.〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
■ウィキペディアで「'''''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
'Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.
''Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.
In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.
Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.
==Historical context==
Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.〔Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141.〕 Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."〔Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.〕
As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.〔Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60.〕 Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."〔Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230.〕 Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.〔Axtell, 69–87.〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
■ウィキペディアで「'''''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.
''Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.
In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.
Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.
==Historical context==
Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.〔Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141.〕 Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."〔Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.〕
As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.〔Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60.〕 Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."〔Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230.〕 Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.〔Axtell, 69–87.〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
■ウィキペディアで「'''''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
'Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.">ウィキペディア（Wikipedia）』
■ウィキペディアで「'''''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.">ウィキペディア（Wikipedia）』
■ウィキペディアで「'''''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
'Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.">ウィキペディアで「'''''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.">ウィキペディアで「''Some Thoughts Concerning Education''''' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
'Some Thoughts Concerning Education'' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
' is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.In his ''Essay Concerning Human Understanding'' (1690), Locke outlined a new theory of mind, contending that the gentleman's mind was a ''tabula rasa'' or "blank slate"; that is, it did not contain any innate ideas. ''Some Thoughts Concerning Education'' explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.Locke wrote the letters that would eventually become ''Some Thoughts'' for an aristocratic friend, but his advice had a broader appeal since his educational principles allowed commoners to think they could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.==Historical context==Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to ''Some Thoughts Concerning Education''." ''Eighteenth-Century Studies'' 17.2 (1983–84), 141. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on ''Some Thoughts'', has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."Tarcov, Nathan. ''Locke's Education for Liberty''. Chicago: University of Chicago Press (1984), 80.As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.Axtell, James L. "Introduction." ''The Educational Writings of John Locke''. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60. Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelaur and Undergraduats in their Disputations should lay aside their various Authors, such that caused many dissensions and strifes in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the antient and true Philosophy ()."Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford." ''Journal of the Warburg Institute'' 2.3 (1939), 230. Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.Axtell, 69–87.」の詳細全文を読む
スポンサード リンク
| 翻訳と辞書 : 翻訳のためのインターネットリソース |
Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.
|
|