Educational Implications of E. Fromm's View of "Ends": Reference to J. Dewey's Idea of the Means–Ends Relationship

Abstract

As one of the most prominent psychoanalysts working mainly in Germany, the USA, and Mexico in the 20th century, Erich Fromm often referred to American thinkers, including Emerson, Thoreau, James, and Dewey, and indicated the similarity between Freud's and Dewey's thought. Although recent scholarship overlooks this indication, Fromm highly valued Dewey as a one of the leading figures of humanistic ethics and respected his theory as well as criticizing it. The present study, therefore, highlights the philosophical relationship between Fromm and Dewey and explores Fromm's view of "ends" with reference to Dewey's idea of the means–ends relationship to better understand the implications of Fromm's ideas for education. The study first examines Fromm's interpretations of Dewey and confirms the similarities and differences in their theories. Subsequently, the study elucidates how Fromm's "science of man" creates "the model of human nature" from which "ends" are deduced. Further, this study confirms that Fromm transforms the very question that we must address on ends and reveals his alternative way of seeking ends. Finally, the study suggests that Fromm's view of "ends" has educational implications.

20世紀のアメリカで活動したドイツ生まれの精神分析家エーリッヒ・フロムは、しばしばアメリカの思想家に言及し、フロイトの思想とデューイの思想に類似性を見た。従来の研究はこの点に着目することは少なかったが、フロムはデューイを人間主義的倫理学の主要人物として評価していた。そこで本研究は、フロムの思索の教育学的含意をより十全に理解するために、フロムとデューイの思想的連関に焦点を当て、フロムの「目的」観をデューイの目的-手段論を手がかりにして探求する。本研究はまず、フロムのデューイ解釈を検討し、両者の理論の類似点と差異を確認し、次にフロムの「人間の科学」が、「目的」を導出する方法を明らかにする。そしてフロムが、目的概念について、私たちが専念しなければならない問いそのものを変容させることを確認し、彼の代替的な目的追求の仕方を明示する。最後に本研究は、フロムの「目的」観が有する教育学的含意を提示する。