@article{oai:ryujo.repo.nii.ac.jp:00000156,
 author = {田浦, 武雄 and Taura, Takeo},
 journal = {研究紀要, Nagoya Ryujo (St. Mary's) College annual report of studies},
 month = {Dec},
 note = {In order to Japan to take on a vital role in the 21st centry, the democratic educational philosophy is of vital importance. Our democratic educatinal outlook should be required to promote the positive points of Japanese way of thinking and to remedy its defects. In this article I will discuss the following eight points: 1. Knowledge and knowledge instruction 2. The structure of knowledge 3. Humanizing education 3-1 N. E. A. Report (in 1971) and humanizing educatin 3-2 Open education and humanizing schools 3-3 J. S. Bruner and humanizing education 3-4 Revolution of schools as institutions 3-5 Trends of humanizing education 4. The concept of instruction 5. The concept of enculturation 6. Course of study as a frame of knowledge instruction 7. Power to live and enriched mind 8. Problems of the educatinal outlook and knowledge instruction Environment of the cultivation of the educational outlook and the knowledge instruction in Japanese schools is very hard and problematic. At least Japanese education should adopt the way of humankind oriented thinking and the instruction to debate on and solve the problematic issues without avoiding them. And also we should revise the extreme nationalistic or egoistic ways of thinking and realize the coexistence with heterogeneous cultures., 4, KJ00000697154, 論文, ARTICLE},
 pages = {1--13},
 title = {教育観と日本人の思考様式 : 知識教育観を中心として},
 volume = {25},
 year = {2003},
 yomi = {タウラ, タケオ}
}