TY - JOUR A1 - Sekine, Hiroaki T1 - エーリッヒ・フロム「自己実現」論の再構成 : 「持つこと」と「在ること」の連関に注目して [The Reconstruction of Erich Fromm's >Self-realization< Theory: Focusing on the Organic Relation between >To Have< and >To Be<] JF - [教育学研究 [The Japanese Journal of Educational Research], Vol. 76, No. 3 (2009), pp. 334-346. [doi.org/10.11555/kyoiku.76.3_334] N2 - 本稿の目的は、エーリッヒ・フロムの「自己実現」論を再構成し、その人間形成論的な可能性を提示することである。フロムはしばしば社会および人間を二つの位相に分けたうえで、片方を持ち上げてもう片方を非難するという論法を採用したが、従来それらは素朴な勧善懲悪的図式として理解される傾向にあった。だがその遺稿から明らかになったフロムによる初期マルクスへの直接的な参照は、そうしたフロムの方法論が決して単純な善悪二元論にはおさまらないことを示唆している。マルクスの言う私有財産の「止揚」プロセスとフロムの想定したこつの様式観が交わりあう過程とをそれぞれのテクストにより突き合わせていくことで、フロムの「自己実現」論は、発達の脱中心化を志向する近年の教育人間学的なモメントを理論レベルにおいて批判的に彫琢しうる、他とのつながりに開かれながらも「自己」へと再帰的に準拠する人間形成論として、新たに定位される。 N2 - The purpose of this paper is to reconstruct >Self-realization< theory of Erich Fromm (1900-1980) and to show the pedagogical potentiality through focusing on the dynamism of his methodized dichotomy. Erich Fromm used dichotomies repeatedly to analyze the composition of society and person. In fact, there were several instances such as >the nonproductive orientation< or >the productive orientation<, >necrophilia< or >biophilia<, and >to have< or >to be<. These ideas are usually thought to be simple dualism. In other words, these ideas are seen to have a naive character that one side of a problem is to be praised and the other side of the problem is to be criticized. So, many studies have pointed out critically that these ideas of Fromm tend to fall into excessive simplification and that he is a naive moralist. In pedagogy, the dichotomies of Fromm are always taken statically in the same way. Because those studies, most of which are developed as >Self-realization< theory, often set up a utopian goal unquestioningly, they have been unable to escape from the above-mentioned criticisms. However, can we find the depth which is beyond simple dualism in Fromm's way of presenting the dichotomy? We should not overlook the fact that Fromm has continued to criticize human reason as one of the members of the Frankfurt Institute for Social Research, and he did take it into account that persons and societies are full of contradictions. When we see Fromm says that one side of man is good and the other is bad, is it rather natural that we should assume some overlap behind his simple dualism? Assuming that his dichotomy has organic relation within, our understanding about his >self-realization< theory will be reformed to be more sound. On that concern, we take one of Fromm's dualistic ideas, >to have< and >to be,< and attempt to analyze the inner relation. For, this dualistic idea is thought to be the most representative and abstract one of Fromm's dualistic ideas. Actually, there are many examples to support this hypothesis on the ideas, >to have< and knowledge< seem to have some room to interpret his dualistic ideas and have organic relation with each other. Fromm refers to the possibility of the >productive< knowledge (= >being knowledge<) without overlooking the importance of the >non-productive< knowledge (= >having knowledge<). He thinks the latter knowledge can be changed to the former knowledge. Then, how does >the mode of having< develop to be >the mode of beingalienationto have< with the structure of private possession which Marx investigated. Throughout our examination to check the crossing between two forms with the process of >Aufhebung< of private property on their texts, Fromm's >self-realization< theory is redefined as the theory of the unique character-building driven by the unity with other people, which can critically reinforce pedagogical thoughts of decentralization at the conceptual level. Y1 - 2009 ER - TY - JOUR A1 - Sekine, Hiroaki T1 - エーリッヒ ・ フロム ノ 「 リセイテキ ケンイ 」 ガイネン ニ タイスル イチ コウサツ : キョウイク ニ オケル ケンイ ニ ツイテ ノ シロン [An Essay about Authority in Education: Focusing Erich Fromm's Thoughts on >Rational Authority<] JF - リベラル・アーツ [Liberal Arts], No. 8 (2014), pp. 39-51. [ISSN 18816746] [core.ac.uk/download/229829681.pdf] N2 - The aim of this article is to rethink the authority in education tentatively. For this purpose, this article pays attention to a conception called >rational authority<, which was presented by Erich Fromm (1900-80), who was famous sociopsychologist in the 20th century. Many studies of pedagogy or educational science have emphasized the need of the authority in education. But most of them tend to discuss a desirable quantity of the authority and do not fully have qualitative discrimination of the authority in educational fields. However, Erich Fromm's thoughts on authority seem to have potentiality for that qualitative discrimination. According to Fromm's early texts, especially in Escape from Freedom (1941) and Man for Himself (1947), >rational authority< have four characteristics. That is, 1) >rational authority< is ruled by the elements of love, admiration and gratitude, 2) it can become the model of the identification generally or partially, 3) the authority has its source in competence, and 4) it is always temporary. It is certain that these characteristics are rather abstractive, but in considering works of his latter period, the dynamics between >rational authority< and >inhibiting authority< is suggested. This dynamism hints for the possibility of rethinking of the authority in education. Y1 - 2014 ER - TY - JOUR A1 - Senghor, Léopold T1 - Socialism Is a Humanism (Japanese) JF - E. Fromm (Ed.), Shakaishugi humanizumu, vol. 1, Tokyo (Kinokuniyashoten) 1967, pp. 073-090. Y1 - 1967 ER - TY - JOUR A1 - Shimizu, I. A1 - Hidaka, R. T1 - Review Fromm, E.: Escape from Freedom (1941a, Japanese) JF - Sekai, Tokyo (Iwanami Shoten), No. 75 (March 1952), pp. 123-132. Y1 - 1952 ER - TY - JOUR A1 - Suchodolski, Bogdan T1 - Renaissance Humanism and Marxian Humanism (Japanese) JF - E. Fromm (Ed.), Shakaishugi humanizumu, vol. 1, Tokyo (Kinokuniyashoten) 1967, pp. 048-059. Y1 - 1967 ER - TY - JOUR A1 - Supek, Rudi T1 - Freedom and Polydeterminism in the Criticism of Culture (Japanese) JF - E. Fromm (Ed.), Shakaishugi humanizumu, vol. 2, Tokyo (Kinokuniyashoten) 1967, pp. 046-065. Y1 - 1967 ER - TY - JOUR A1 - Sviták, Ivan T1 - The Sources of Socialist Humanism (Japanese) JF - E. Fromm (Ed.), Shakaishugi humanizumu, vol. 1, Tokyo (Kinokuniyashoten) 1967, pp. 033-047. Y1 - 1967 ER - TY - JOUR A1 - Tanaka, Tsunemi T1 - エーリッヒ・フロム「自己実現」論の成立と構成 [On the Genetic Process and Construction of Erich Fromm's Theory of >Self-Realization<] JF - 教育哲学研究 [Studies in the Philosophy of Education], No. 42, pp. 1-19. [doi.org/10.11399/kyouikutetsugaku1959.1980.42_1] N2 - (1) Erich Fromm's theory of >self-realization< has developed through the process of critical examination into S. Freud's biological-deterministic rationale and his own cultural-deterministic one in his early works, and it consequently includes both of these factors as the vital components. (2) In his theory, therefore, a human-being is regarded as an existence who can realize his own primary potentialities to be for himself only through his self-determining, spontaneous-productive activities as the responses or re-actions to his biological/socio-cultural determinants. In this sense, man's self-realization is the very process of such productive re-activities. (3) The essential point of the controversial issues between Fromm and the other members of the >Frankfurt School<-Horkheimer, Adorno, Marcuse-is concerned with the objective possibility of self-realization within the real context of the present society. However, Fromm's rebuttal against their negative arguments concerning his self-deterministic rationale seems to be insufficient so far as I know. (4) In his theory, the possibility of self-realization is based on his >faith< -or >paradoxical hope< -n human nature inherently having potential powers and strivings for self-realization within itself. By this faith, his practical efforts in psychiatry and his own self-realization have been supported and, at the same time, the faith itself has also been verified through these experiences. (5) Thus, we can grasp the innate construction of Fromm's theory of self-realization as follows. a) His theory is based on the self-deterministic rationale on man's personality. b) But the biological/cultural determinisms are still alive, because in his theory man's self-realization is regarded as the process which is constructed only through his productive re-activities to his own biological/socio-cultural determinants. c) His self-deterministic rationale is founded on the above-mentioned >faith<. In other words, the theory of self-realization is the very product of this faith. (6) The essential process of what is called >self-formation< (Selbst-bildung) in educational philosophy can be identified with the self-realization through man's spontaneous-productive re-activities. Y1 - 1980 ER - TY - JOUR A1 - Thomas, Norman T1 - Humanistic Socialism and the Future (Japanese) JF - E. Fromm (Ed.), Shakaishugi humanizumu, vol. 2, Tokyo (Kinokuniyashoten) 1967, pp. 123-133. Y1 - 1967 ER - TY - JOUR A1 - Titmuss, Richard M. T1 - Social Welfare and the Art of Giving (Japanese) JF - E. Fromm (Ed.), Shakaishugi humanizumu, vol. 2, Tokyo (Kinokuniyashoten) 1967, pp. 153-169. Y1 - 1967 ER -