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『ラッセル教育論』(B. Russell On Education/松下彰良・訳)

次ページ(Forward) 前ページ(Back) Chap. 2(第2章) Index  Contents(目次)
* 右上イラスト:第37回「ラッセルを読む会」案内状から.

第一部 教育の理想
 第2章 教育の目的(承前:OE02-160)


Chap. 2 The Aims of Education (OE02-160)

Sensitiveness, the third quality in our list, is in a sense a corrective of mere courage. Courageous behaviour is easier for a man who fails to apprehend dangers, but such courage may often be foolish. We cannot regard as satisfactory any way of acting which is dependent upon ignorance or forgetfulness: the fullest possible knowledge and realisation are an essential part of what is desirable. The cognitive aspect, however, comes under the head of intelligence; sensitiveness, in the sense in which I am using the term, belongs to the emotions. A purely theoretical definition would be that a person is emotionally sensitive when many stimuli produce emotions in him; but taken thus broadly the quality is not necessarily a good one. If sensitiveness is to be good, the emotional reaction must be in some sense appropriate: mere intensity is not what is needed. The quality I have in mind is that of being affected pleasurably or the reverse by many things, and by the right things. What are the rights things, I shall try to explain. The first step, which most children take at the age of about five months, is to pass beyond mere pleasures of sensation, such as food and warmth, to the pleasure of social approbation. This pleasure, as soon as it has arisen, develops very rapidly; every child loves praise and hates blame. Usually the wish to be thought well of remains one of the dominant motives throughout life. It is certainly very valuable as a stimulus to pleasant behaviour, and as a restraint upon impulses of greed. If we were wiser in our admirations, it might be much more valuable. But so long as the most admired heroes are those who have killed the greatest number of people, love of admiration cannot alone be adequate to the good of life.

(掲載日:2007.02.12 更新日:)