期刊名称：Radovi / Institute for scientific and artistic work in Bjelovar
印刷版ISSN：1846-9787
出版年度：2018
期号：11
页码：47-60
DOI：10.21857/yk3jwhr8d9
语种：English
出版社：Hrvatska akademija znanosti i umjetnosti
摘要：The author discusses the term of purpose on the basis of Aristotle’s philosophy, by studying the relationship of the cause (primarily the following relationship: causa materialis – causa formalis – causa finalis, since causa efficiens does not directly belong within the framework of this discussion) and the modality of being (potentia – actus). This research tackles not only the classic term of purpose, but also of the environment of being, in which purpose may be established and thought at all. Aristotle’s treatise De Anima (On the Soul) studies whether the discussion on the being of man belongs within the framework of the discussion on causes. Based on the classic term of purpose, the idea of purpose is differentiated from the idea of aims and planning. Following, it is questioned whether this purpose shares the same fundament with the very particular term of being. In this specific context, it is further, after studying Aristotle’s work, searched for the accompanying term of man as being in Plato’s understanding of man as Eros, and later in German tradition, in which man was considered subject-object (Kant, Herbart, Fichte, Hegel). These links reflect not only the accidental historiographic, but also the necessary theoretical and historical connection between classical Greek and German ways of thinking, and pedagogy as science. After establishing the link between purpose and man as being, the principles and basic (home – according to Herbart) pedagogical terms are tackled. First, the original sense of some of home pedagogical terms is searched for. Subsequently, it is studied whether home pedagogical terms (primarily educability, education, upbringing, and interest), as well as the internal logic of pedagogy, stand in accord with the original idea of purpose and man as being. Following the conducted mental research, it is endeavoured to define and list all that might form the original, self-legitimate, philosophical-pedagogical perspective of thinking and acting.
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